I finally got round to completing book 2 in this series! It certainly turned out to be a bit more of a challenge! Partly this is because life suddenly got a lot busier towards the end of the year, but mainly because I really wanted to try and take into account some of the feedback and criticisms I had about the first book. Some of this I've certainly been able to address. I've been working quite hard on the method I use to convert the full colour images into the designs for colouring, and in particular I've developed a new 'flat' style, which lends itself much better to creating colouring images. Once again, the book contains 35 designs, though the range of and distribution of complexity is perhaps slightly wider than in the previous book. The simpler designs are simpler, and the complex ones are somewhat more complex, since one Amazon reviewer did surprise me with the comment that the designs weren't complex enough!!! These designs can be surprising! Because they are not all regular or symmetrical, each design is like a colouring puzzle! As a colourist, you will need to think quite carefully about the colour scheme you use and the way that you want the colours to fit together. In order to avoid any issues with your ink or colouring materials bleeding through the paper, all designs are printed on one side only, and I have included a dotted line on the back of each image to help you cut them from the book in case you would like to frame or display your work.
This book focuses on interim and formative assessments as distinguished from the more usual interest in summative assessment. I was particularly interested in seeing what the experts have to say about a full system of assessment. This book has particular interest in what information a teacher, a school or even a state could collect that monitors the progress of a student as he or she learns. The authors were asked to think about assessing the effects of teaching and learning throughout the student's participation in the curriculum. This book is the product of a conference by the Maryland Assessment Research Center for Education Success (MARCES) with funding from the Maryland State Department of Education.
Drawing upon experiences at state and local level project evaluation, and based on current research in the professional literature, Payne presents a practical, systematic, and flexible approach to educational evaluations. Evaluators at all levels -- state, local and classroom -- will find ideas useful in conducting, managing, and using evaluations. Special user targets identified are state department of education personnel and local school system administrative personnel. The volume can be used by those doing evaluation projects `in the field', or as a text for graduate courses at an introductory level. The book begins with an overview of the generic evaluation process. Chapter Two is devoted to the criteria for judging the effectiveness of evaluation practice. Chapter Three addresses the all important topic of evaluation goals and objectives. Chapters Four, Five and Six basically are concerned with the approach, framework, or design of an evaluation study. Chapter Four contains a discussion of four major philosophical frameworks or metaphors and the implications of these frameworks for conducting an evaluation. Chapters Five and Six describe predominantly quantitative and qualitative designs, respectively. Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed. The final chapter of the book (Chapter Ten) considers the evaluation of educational products and materials.
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