Presents the concept of prediction via multiple regression (MR) and discusses the assumptions underlying multiple regression analyses. Also discusses shrinkage, cross-validation, and double cross-validation of prediction equations and describes how to calculate confidence intervals around individual predictions. (SLD)

Studied the organizational issues that arose in the implementation of portfolio assessment in 11 eighth and ninth grade classrooms in Ontario, Canada during the field trial of a generic content selection framework. Results suggest the formulation of three sets of research hypotheses related to organizational issues in the portfolio implementation…

Discusses the advantages and disadvantages of three commonly used methods for summarizing change in test scores: (1) change in percentile rank; (2) scale or raw score change; and (3) percent change. In general, these methods are insensitive to the measurement scale on which scores are expressed and perform mathematical operations that are…

Describes two less commonly used methods to summarize changes in test scores: (1) standardized growth estimates; and (2) effect sizes. Combines aspects of these approaches and applies them to the Iowa Test of Basic Skills to demonstrate the usefulness of a third method, termed "Expected Growth Size." Provides a template to calculate expected…

Complements guidelines addressing the mechanics of online searching by considering how treating searching as exercises in critical thinking can improve the use of online resources. Discusses metacognition, hypothesis testing, and argumentation, with illustrative examples and links to tools that facilitate the searching process. (SLD)

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)

Describes characteristics of the student population with limited formal schooling (LFS), defining this student group and discussing its impact on schools. The paper also describes individualized language development plans, classroom instruction, and the assessment of the LFS student. In general, the LFS student is an older youth who lacks literacy…

Provides clear definitions of the terms "validity" and "reliability" in the context of developing scoring rubrics and illustrates these definitions through examples. Also clarifies how validity and reliability may be addressed in the development of scoring rubrics, defined as descriptive scoring schemes developed to guide the analysis of the…

Describes the different types of scoring rubrics, explains why scoring rubrics are useful, and presents a process for developing scoring rubrics. Concludes with a description of resources that contain examples of the types of scoring rubrics and additional guidance for the scoring rubric development process. (SLD)

Discusses seven myths about literacy in the United States, demonstrating that the best evidence indicates that no crisis exists on average in reading. These prevalent myths, which focus on claims of poor reading achievement, actually distract from things that should be of real concern. (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)

Illustrates the basic and theoretical issues in evaluation with which aspiring evaluators should be familiar to claim they know the knowledge base of the profession. The issues are discussed in question and answer format. (SLD)

Discusses the advantages and disadvantages of using item banks while providing useful information to those who are considering implementing an item banking project in their school district. The primary advantage of item banking is in test development. Also describes start-up activities in implementing item banking. (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)