Kingston and Nash (2011) recently presented a meta-analysis of studies showing that the effect of formative assessment on K-12 student achievement may not be as robust as widely believed. This investigation analyzes the methodology used in the Kingston and Nash meta-analysis and provides further analyses of the studies included in the study. These…

A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment. Sometimes, the realistic component…

Addresses the benefits of formative assessment, the diagnostic use of assessment to provide feedback to teachers and students over the course of instruction, and provides examples and resources to supplement its implementation. (SLD)

This document consists of papers published in the electronic journal "Practical Assessment, Research & Evaluation" during 2000-2001: (1) "Advantages of Hierarchical Linear Modeling" (Jason W. Osborne); (2) "Prediction in Multiple Regression" (Jason W. Osborne); (3) Scoring Rubrics: What, When, and How?" (Barbara M. Moskal); (4) "Organizational…

Reviews features of assessment and accountability that influence the trustworthiness of information provided and impact educational practices and student learning. Discusses reform based on assessment and accountability, describes salient features in reform efforts, and makes suggestions for assessment and accountability systems. (SLD)

Provides an overview of the concept of alignment and the role it plays in assessment and accountability systems. Discusses some methodological issues affecting the study of alignment and explores the relationship between alignment and test score interpretation. Alignment is not only a methodological requirement but also an ethical requirement.…

Uses suggestions and guidelines from a number of sources to present, in light of current assessment demands and contemporary theories of learning and motivation, 11 basic principles to guide the assessment training and professional development of teachers and administrators. (SLD)

Provides advice on implementing performance assessment in the classroom. Outlines the basic steps from defining the purpose of the assessment to giving the student feedback. Advice is also given about scoring rubrics. (SLD)

Explains why teacher comments on report cards are important, offers suggestions about how to construct effective comments, points out some words and phrases that require caution, and indicates sources of information for report card comments. (SLD)

Provides teachers with information on the types of questions and questioning behaviors that can facilitate the learning process. Also describes the types of question that are ineffective. Teachers must be sure they have a clear purpose for their question, rather than just determining student knowledge. (SLD)

Describes common mistakes made by young children taking standardized tests and suggests several teaching strategies that may be useful to teachers who are preparing a class to take standardized tests. Teachers need to be sure they don't add to the pressure of standardized testing by overreacting to small deeds of misbehavior or emphasizing the…

Presents seven strategies that an assessment director may use to improve test administration practices. These strategies highlight clear communication, the responsibility of the building test coordinator, and rewarding and reinforcing quality. Also addresses the test administration process from the viewpoint of the school staff and the assessment…

This document consists of articles 23 through 26 published in the electronic journal "Practical Assessment, Research & Evaluation" in 2001: (23) "Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance" (Jennifer Mullane and Stuart J. McKelvie); (24) "Consequences of (Mis)use of the Texas Assessment of…

This document consists of articles 1 through 14 of volume 6 of "Practical Assessment, Research & Evaluation": (1) "Seven Myths about Literacy in the United States" (Jeff McQuillan); (2) "Implementing Performance Assessment in the Classroom" (Amy Brualdi); (3) "Some Evaluation Questions" (William Shadish); (4) "Item Banking" (Lawrence Rudner); (5)…

This document consists of the first 10 articles of volume 8 of the electronic journal "Practical Assessment, Research & Evaluation" published in 2002-2003: (1) "Using Electronic Surveys: Advice from Survey Professionals" (David M. Shannon, Todd E. Johnson, Shelby Searcy, and Alan Lott); (2) "Four Assumptions of Multiple Regression That Researchers…