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ERIC Number: ED528805
Record Type: Non-Journal
Publication Date: 2011
Pages: 12
Abstractor: ERIC
Reference Count: 31
Evaluating the Diagnostic Validity of the Facet-Based Formative Assessment System
DeBarger, Angela H.; DiBello, Louis; Minstrell, Jim; Stout, William; Pellegrino, James; Haertel, Geneva; Feng, Mingyu
Society for Research on Educational Effectiveness
The research design and team constitute a multidisciplinary attack on problems of educational and assessment design in physics instruction. Components of the research include: (a) an Evidence-Centered Design analysis of Diagnoser instructional materials and assessments that provides a view of the evidentiary coherence of the existing system; (b) an alignment study of the Diagnoser system with multiple standards frameworks that describes deep connections among existing standards frameworks and the Diagnoser system and illuminates how alignment approaches can simultaneously inform all aspects of a formative assessment system; (c) the application of sophisticated psychometric models to the existing data that provides statistical evidence for inferential claims that support classroom use of the Diagnoser system; and (d) the identification of cases in which new or improved Diagnoser question sets can be developed and tested with students. This paper focuses on methodologies associated with the psychometric analyses of the Diagnoser question sets and the alignment study. (Contains 2 tables and 2 figures.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)