Zi Yan – författare

Recognised as the most influential publication in the field, ARM facilitates deep understanding of the Rasch model and its practical applications. The authors review the crucial properties of the model and demonstrate its use with examples across the human sciences. Readers will be able to understand and critically evaluate Rasch measurement research, perform their own Rasch analyses and interpret their results. The glossary and illustrations support that understanding, and the accessible approach means that it is ideal for readers without a mathematical background.

Highlights of the new edition include:

Intended as a text for graduate courses in measurement, item response theory, (advanced) research methods or quantitative analysis taught in psychology, education, human development, business, and other social and health sciences. Professionals in these areas will also appreciate the book’s accessible introduction.

Recognised as the most influential publication in the field, ARM facilitates deep understanding of the Rasch model and its practical applications. The authors review the crucial properties of the model and demonstrate its use with examples across the human sciences. Readers will be able to understand and critically evaluate Rasch measurement research, perform their own Rasch analyses and interpret their results. The glossary and illustrations support that understanding, and the accessible approach means that it is ideal for readers without a mathematical background.

Highlights of the new edition include:

Intended as a text for graduate courses in measurement, item response theory, (advanced) research methods or quantitative analysis taught in psychology, education, human development, business, and other social and health sciences. Professionals in these areas will also appreciate the book’s accessible introduction.

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.

This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).

Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.

Based on a solid theoretical basis of assessment-as-learning and updated empirical evidences, this timely book significantly expands the existing scope of assessment-as-learning typically developed in Western contexts.

This edited volume updates theoretical and empirical advances in assessment-as-learning in complex learning processes, brought together by an international panel of authors. The contributors provide a wide range of practical ways to harness the power of assessment-as-learning to make it work more effectively not only in the classroom, but also across other achievement-related situations (e.g. examinations, learning processes before and after classes).

Assessment as Learning provides a deep contemporary insight into the field of formative assessment, and brings much-needed international perspectives to complement the current Western-focused research. This is a valuable contribution to the discussion, and provides useful insight for researchers in Education.

Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research.

The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally.

Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.

Covering both higher education and school education, this book contributes to the field of assessment by providing a systematic account of student self-assessment based on a consistent conceptualisation. Yan advocates viewing self-assessment as an active and reflective process and using it as a learning strategy rather than an assessment method. He builds on a newly-developed self-assessment model adopting a process perspective and synthesises a series of interrelated empirical investigations into the whole "chain" of student self-assessment research.

The research encompassed in the volume spans from self-assessment practices and measurement, through predictors of self-assessment, its interweaved relationship with self-regulated learning and feedback literacy, impact on student learning outcomes, to designing sustainable self-assessment interventions. The empirical evidence is from a wide range of current scholarship to ensure that the principles and implications conveyed are applicable internationally.

Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained within useful, to show how student self-assessment could be better conceptualised, researched, and practised.

Fang Ruixue had been reborn, and had returned to that crossroads where she could change her life.

In her previous life, she was a timid and cowardly person. In the end, she became a tool that her stepmother used to seek benefits for her little brother. She was stuck in a quagmire of life.

In this life, she would firmly grasp her fate in her own hands.

In this life, she actually met someone she could only look up to in her previous life. However, all she wanted to do was to earn more money and accumulate capital; she had no interest whatsoever in dating someone.

Fang Ruixue had been reborn, and had returned to that crossroads where she could change her life.

In her previous life, she was a timid and cowardly person. In the end, she became a tool that her stepmother used to seek benefits for her little brother. She was stuck in a quagmire of life.

In this life, she would firmly grasp her fate in her own hands.

In this life, she actually met someone she could only look up to in her previous life. However, all she wanted to do was to earn more money and accumulate capital; she had no interest whatsoever in dating someone.

Fang Ruixue had been reborn, and had returned to that crossroads where she could change her life.

In her previous life, she was a timid and cowardly person. In the end, she became a tool that her stepmother used to seek benefits for her little brother. She was stuck in a quagmire of life.

In this life, she would firmly grasp her fate in her own hands.

In this life, she actually met someone she could only look up to in her previous life. However, all she wanted to do was to earn more money and accumulate capital; she had no interest whatsoever in dating someone.