NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ885510
Record Type: Journal
Publication Date: 2004-Jun
Pages: 31
Abstractor: ERIC
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0077-5762
Designing Assessments for Instruction and Accountability: An Application of Validity Theory to Assessing Scientific Inquiry
Frederiksen, John R.; White, Barbara Y.
Yearbook of the National Society for the Study of Education, v103 n2 p74-104 Jun 2004
This chapter is concerned with how assessments of students' work in classrooms, although primarily intended to promote learning, can also become an important source of information for evaluating a school's effectiveness within an accountability system. The authors begin their discussion by considering issues of fairness, to schools and to their teachers, that they believe point to the necessity of including classroom-based assessments within an accountability system. They then present a theoretical argument for a set of assessment design principles that allows teachers to analyze students' work in ways that support students' learning while also providing useful and credible information for accountability purposes. They illustrate how a statistical analysis of the internal consistency of scorers' analyses and ratings can be used to establish their credibility and comparability. (Contains 5 figures, 2 tables, and 4 notes.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A