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Gender differences measured with success in school

Math videos over 1000 free covering math concepts including measurement, geometry, data analysis and probability, technology etc.  4-7 minutes each organized by NCTM standards.  Maintained by Loyola Chicago School of Ed.

Observations by a parent of twin girls regarding testing and true educational progress, with a reflection on measuring this progress.

Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.

This term I have mostly been getting myself in a pickle about measuring student progress. I want to do it with integrity, reliability and validity but I wonder whether all three of these are possible. When considering student progress, I have been i…

"test scores are not measures of entrepreneurship or creativity. Not even scores on the intensely watched and universally worshiped Program for International Student Assessment, or PISA, are good indicators of a nation's capacity for entrepreneurship and creativity."

MetaMetrics® is focused on improving education for learners of all ages. We develop scientific measures of academic achievement and complementary technologies that link assessment results with real-world instruction.

includes history of Carnegie Unit - highlights the new competency-based learning pilots in measuring levels of acquired learning (instead of seat/clock time), Degree Qualifications Profile (DQP) and the Tuning USA initiative

Learning is what our kids need to be doing in the classroom, not getting ready for assessment that were built for another time.(via Justin Reich) We pay so much attention to the measurable part of education that we miss the immeasurable part.creativity, perseverance, problem-solving are what are children need.

A beautifully made area/perimeter whiteboard resource. Move the corners around to change the numbers. http://ictmagic.wikispaces.com/Maths

A simple geometry whiteboard flash resource with a virtual ruler, protractor and more. Show your class how to measure lines and angles. http://ictmagic.wikispaces.com/Maths

Sponsors water testing for children to measure local waterways around the world and post their data. Provides free test kits.

Play battleships along a numberline using a variety of maths skills, including fractions, decimals and measurements. http://ictmagic.wikispaces.com/Maths

This game looks like fun but I can't get the site to load. Any suggestions? Thanks, Connie Warner

Just tried it again and it works fine. It is a flash resource, so make sure you have the latest player.

"Are you spending the bulk of your employee training resources building courses? If so, it's time to rethink your strategy. In this new Perspectives report from Guild Research, author Patti Shank examines informal workplace learning. How can you support it? How can you measure it? One thing's for sure: Your company needs it. "

Basic Item Analysis for Multiple-Choice Tests. Jerard Kehoe, Virginia Polytechnic Institute and State University This article offers some suggestions for the improvement of multiple-choice tests using "item analysis" statistics. These statistics are typically provided by a measurement services, where tests are machine-scored, as well as by testing software packages. The basic idea that we can capitalize on is that the statistical behavior of "bad" items is fundamentally different from that of "good" items. Of course, the items have to be administered to students in order to obtain the needed statistics. This fact underscores our point of view that tests can be improved by maintaining and developing a pool of "good" items from which future tests will be drawn in part or in whole. This is particularly true for instructors who teach the same course more than once.

"What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject. It's difficult to measure success, and in the world of academia, educators are continually re-evaluating how to quantify learning. But the first and most important question to ask is: Are teachers reaching their students?"