Monitoring the Academic Progress of Low-Achieving Students: An Analysis of Right-Wrong (R-W) versus Information Referenced (MCW-APM) Formative and Summative Evaluation Procedures.

Bruno, James E.

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Peer reviewed

ERIC Number: EJ401635

Record Type: CIJE

Publication Date: 1989

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Monitoring the Academic Progress of Low-Achieving Students: An Analysis of Right-Wrong (R-W) versus Information Referenced (MCW-APM) Formative and Summative Evaluation Procedures.

Bruno, James E.

Journal of Research and Development in Education, v23 n1 p51-61 Fall 1989

This study examined multiple choice testing for formative and summative evaluation among sixth-grade inner-city students (N=568) who were assessed simultaneously, with forced choice and information based (confidence weighted) test scoring formats. Results are discussed, with emphasis on implications for teacher evaluation of low-achieving inner-city students. (IAH)

Descriptors: Confidence Testing, Forced Choice Technique, Formative Evaluation, Grade 6, Guessing (Tests), Intermediate Grades, Low Achievement, Psychometrics, Scoring, Student Evaluation, Summative Evaluation, Test Wiseness, Urban Schools

Publication Type: Journal Articles; Reports - Research

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Language: English

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