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ERIC Number: EJ829217
Record Type: Journal
Publication Date: 2006-Jan
Pages: 41
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1536-6367
Building NCLB Science Assessments: Psychometric and Practical Considerations
Patz, Richard J.
Measurement: Interdisciplinary Research and Perspectives, v4 n4 p199-239 Jan 2006
The No Child Left Behind Act of 2001 includes requirements for annual state science assessments in elementary, middle, and high school. These assessments must be aligned with state academic content and achievement standards and involve multiple measures, including measures of higher-order thinking and understanding. This article addresses the results of a design effort aimed at providing states with advice for meeting these requirements and building high-quality science assessments. The article systematically reviews the variables, goals, and constraints under which the design process takes place. A number of design considerations are discussed, including psychometric considerations that will support construction of reliable and valid instruments, and practical considerations associated with building and implementing assessment programs to best use available resources. (Contains 8 figures and 2 tables.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001