Download or read book Evaluating Historical CGER Assessments written by Mr.Abdul Abiad and published by International Monetary Fund. This book was released on 2009-02-01 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: The IMF's Consultative Group on Exchange Rate issues (CGER) has been conducting exchange rate assessments as part of the surveillance process since 1997. This paper evaluates CGER assessments from 1997 to 2006, by comparing these to subsequent movements in real effective exchange rates (REER). We find that CGER's estimated misalignments have predictive power over future REER movements, especially over longer horizons and after changes in fundamentals are accounted for. But while CGER misalignments frequently predict the direction of currency movements correctly, misalignments have tended to be persistent, resulting in systematic errors-overprediction for undervalued currencies and underprediction for overvalued currencies.
Download or read book New Directions in Assessing Historical Thinking written by Kadriye Ercikan and published by Routledge. This book was released on 2015-02-20 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.
Download or read book Assessing Historical Thinking and Understanding written by Bruce A. VanSledright and published by Routledge. This book was released on 2013-07-31 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessing Historical Thinking and Understanding advocates for a fundamental change in how educators think about making sense of learners’ developing cognition and understanding in history. Author Bruce VanSledright argues that traditional and typical standardized testing approaches are seldom up to the task of measuring the more complex understandings students are asked to attain, as they cannot fully assess what the student knows. Rather, he points forward along a path toward changes in learning, teaching, and assessing that closely aligns with the Common Core State Standards. He delves into the types of history knowledge the standards require, illustrates how they can be applied in-use in history learning contexts, and theorizes how the standards might fit together cognitively to produce deep historical understandings among students in teaching-learning contexts. By providing a variety of assessment strategies and items that align with the standards, and identifying rich, useful assessment rubrics applicable to the different types of assessments, he offers an important resource for social studies teachers and curriculum writers alike.
Download or read book Document based Assessment Activities for U S History Classes written by Kenneth Hilton and published by Walch Publishing. This book was released on 1999 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: Covers significant eras in U.S. history. Encourages students to analyze evidence, documents, and other data to make informed decisions. Includes guidelines for students, answer prompts, and a scoring rubric. Develops essential writing skills.
Download or read book IMF Working Papers written by Abdul Abiad and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Assessment Cultures written by Cristina Alarcón and published by Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Large scale assessment influences national and international educational policy debates and reforms. Assessment data is increasingly used as a government instrument. However, within the contemporary realm of the current global testing regime both the cultural and the historical conditions of assessment are often neglected. This volume is therefore devoted to the reconstruction of "assessment cultures" (interpretation patterns, discourses, instruments, practices) and their involved groups of actors. The contributions cover examples of Western European, Eurasian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.
Download or read book Document Based Assessment for U S History High School written by Kenneth Hilton and published by Walch Education. This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sharpen critical thinking and increase students understanding for U.S. History! Provides complete document-based questions for 22 significant events in U.S. history Guides students through the process of answering DBQs Encourages students to analyze documents in order to draw their own conclusions :: Sharpen critical thinking and increase students understanding for U.S. History! Provides complete document-based questions for 22 significant events in U.S. history Guides students through the process of answering DBQs Encourages students to analyze documents in order to draw their own conclusions
Download or read book Assessment in History written by Emily Sohmer Tai and published by . This book was released on 2007 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student assessment is as old as the historical profession itself. By addressing recent new developments in student assessment, and challenging today's historians to exercise a new level of sensitivity and self-consciousness in evaluating their students' learning, this pamphlet hopes to stimulate ongoing discussions about changes in student assessment.
Download or read book Sources in History written by Christopher Portal and published by . This book was released on 1990-01-01 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book History Assessments of Thinking written by Joel Breakstone and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Article I considers the design process for new formative history assessments. Over the course of three years the Stanford History Education Group designed, piloted, and revised dozens of History Assessments of Thinking (HATs). As we created HATs, we sought to gather information about their cognitive validity, the relationship between the constructs targeted by the assessments and the cognitive processes students use to answer them. Three case studies trace the development of different HATs through analyses of draft assessments, student responses, and think aloud protocols. Design principles specific to formative history assessments emerged from these analyses: (1) assessments must be historically accurate; (2) assessments must target specific historical constructs; (3) assessment structure must align with targeted constructs; (4) assessments must yield useful information for teachers; (5) pilot data is indispensable. These finding suggest the need for increased attention on the construction and validation of new formative assessment materials for the history classroom. Article II examines the nature of the pedagogical content knowledge (PCK) required by teachers to interpret student responses to new, document-based History Assessments of Thinking (HATs). To consider influential factors in teachers' ability to make sense of student answers, 18 teachers with differing levels of classroom experience and preparation for teaching with historical documents completed semi-structured interviews. Teachers were asked to read sample student responses to HATs, evaluate them, and suggest possible curricular revisions to address shortcomings in the answers. Teachers with preparation and experience in teaching inquiry were better able to interpret student responses and suggest curricular interventions to improve student understanding. These teachers understood the challenges students face in interpreting historical sources and knew specific pedagogical strategies to address student misconceptions. In contrast, neither content knowledge nor general teaching experience provided teachers with a similar understanding of the challenges students face in interpreting primary sources or strategies for building students' historical understanding. Findings point to the existence of a particularized PCK for historical inquiry. Implications include suggestions about the need for further investigations into the dimensions of this construct and research on how these new assessments may prove useful in actual classroom settings. Article III details how teachers used formative history assessments in their classrooms. This design study explored how a group of three experienced high school teachers implemented History Assessments of Thinking (HATs) in their classrooms and the role that professional collaboration played in the process. An analysis of group meetings, teachers' interpretations of student responses, and observations of teachers' implementation of HATS revealed various barriers to formative assessment in history classrooms. Curricular misalignment, ingrained notions of summative assessment, and the feedback demands of formative assessment all represented obstacles to implementation. Despite these challenges, teachers used HATs to introduce aspects of historical thinking, monitor student understanding, and broach broader historical topics. Professional collaboration seemed to assist teachers in the implementation of HATs. However, widespread implementation of formative history assessments will require investment in new tools to support teachers.
Download or read book Understanding History written by Sally Thorne and published by . This book was released on 2019-09-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding History written by Sally Thorne and published by . This book was released on 2020-09-25 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book World History Patterns of Interaction Assessment Review Practice Workbook World History Eoc Assessment written by Holt McDougal and published by World History: Patterns of Int. This book was released on 2012-06 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book History written by David Ferriby and published by . This book was released on 2018-04-27 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Historical Assessment written by Michael Loewe and published by . This book was released on 1967 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book 2022 Update of the External Balance Assessment Methodology written by Mr. Cian Allen and published by International Monetary Fund. This book was released on 2023-03-03 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The assessment of external positions and exchange rates of member countries is a key mandate of the IMF. The External Balance Assessment (EBA) methodology has provided the framework for conducting external sector assessments by Fund staff since its introduction in 2012. This paper provides the latest version of the EBA methodology, updated in 2022 with additional refinements to the current account and real exchange rate regression models, as well as updated estimates for other components of the EBA methodology. The paper also includes an assessment of how estimated current account gaps based on EBA are associated with future external adjustment.
Download or read book Assessments of Historical Thinking written by Mark Smith and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Learning standards across the United States have increasingly called for history students to engage in aspects of historical thinking, a term used to describe the complex disciplinary processes that historians use to make sense of the past. Although students are expected to learn these complex processes, little is known about how to assess achievement in these areas. Extant tests purport to assess historical thinking, but little validity research has been done to explore whether these tests are, in fact, sound measures of these processes. The present dissertation comprises three articles, each of which was designed to help meet the need for validity research about assessments of historical thinking. Each article featured studies that used think-aloud protocols to investigate aspects of cognitive validity, which is a consideration of whether assessments elicit the cognitive processes they are designed to measure. Article I explored whether selected multiple-choice items from the National Assessment of Education Progress (NAEP) Grade 12 US History exam elicit the aspects of "Historical Analysis and Interpretation" that they were designed to measure. Protocol analysis revealed that, instead of historical thinking, the items prompted students to engage in the construct irrelevant processes of factual recall/recognition, reading comprehension, and test-taking processes. The results undermine a validity argument about the use of these items to measure aspects of historical thinking. Article II investigated whether multiple-choice items from a new historical thinking measure, the Historical Thinking Test (HTT), tapped the intended historical thinking constructs of sourcing, corroboration, and contextualization. It also compared the processes elicited by HTT items with those elicited by multiple-choice items from two extant standardized tests. The think-aloud data suggested that items from the HTT elicited historical thinking at higher rates among high school history students than did items from extant tests. Yet, each of these new items also elicited construct-irrelevant reasoning that could limit their usefulness as measures of historical thinking. Article III examined whether new constructed-response items, called History Assessments of Thinking (HATs), elicited the intended aspects of historical thinking. Results suggested that HATs, for the most part, elicited the targeted constructs and that student answers reflected proficiency in aspects of historical thinking. The study also compared the processes elicited by HATs with those elicited by stem-equivalent multiple-choice items. The findings suggested that the stem-equivalent multiple-choice items elicited aspects of historical thinking, but that they also elicited irrelevant processes that could undermined an argument for their use as measures of historical thinking.
