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Bramley, Tom; Crisp, Victoria – Assessment in Education: Principles, Policy & Practice, 2019
For many years, question choice has been used in some UK public examinations, with students free to choose which questions they answer from a selection (within certain parameters). There has been little published research on choice of exam questions in recent years in the UK. In this article we distinguish different scenarios in which choice…
Descriptors: Test Items, Test Construction, Difficulty Level, Foreign Countries
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Solheim, Oddny Judith; Lundetrae, Kjersti – Assessment in Education: Principles, Policy & Practice, 2018
Gender differences in reading seem to increase throughout schooling and then decrease or even disappear with age, but the reasons for this are unclear. In this study, we explore whether differences in the way "reading literacy" is operationalised can add to our understanding of varying gender differences in international large-scale…
Descriptors: Achievement Tests, Foreign Countries, Grade 4, Reading Achievement
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Markus, Keith A. – Assessment in Education: Principles, Policy & Practice, 2016
Justification of testing practice involves moving from one state of knowledge about the test to another. Theories of test validity can (a) focus on the beginning of the process, (b) focus on the end, or (c) encompass the entire process. Analyses of four case studies test and illustrate three claims: (a) restrictions on validity entail a supplement…
Descriptors: Vocabulary, Test Validity, Case Studies, Test Construction
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Shepard, Lorrie A. – Assessment in Education: Principles, Policy & Practice, 2016
The AERA, APA, NCME Standards define validity as "the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests". A century of disagreement about validity does not mean that there has not been substantial progress. This consensus definition brings together interpretations and use so that it…
Descriptors: Test Validity, Standards, Test Theory, Evidence
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Gafni, Naomi – Assessment in Education: Principles, Policy & Practice, 2016
Naomi Gafni, director of Research and Development, National Institute for Testing and Evaluation, Jerusalem, Israel, has devoted a substantial part of her career to the development of admissions tests and other educational tests and to the investigation of their validity. As such she is keenly aware of the complexities involved in this process.…
Descriptors: Test Validity, Test Interpretation, Test Use, Test Construction
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Goldstein, Harvey – Assessment in Education: Principles, Policy & Practice, 2015
The term "validity" is one of the most important and one of the most debated concepts in educational measurement. In this paper, I argue that various different approaches can all be viewed from an associational perspective. I also argue that our understanding will be enhanced by adopting some basic ideas of scientific reasoning to the…
Descriptors: Educational Assessment, Test Validity, Scientific Principles, Test Construction
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Jin, Yan; Hamp-Lyons, Liz – Assessment in Education: Principles, Policy & Practice, 2015
It is increasingly recognised that attention should be paid to investigating the needs of a new test, especially in contexts where specific purpose language needs might be identified. This article describes the stages involved in establishing the need for a new assessment of English for professional purposes in China. We first investigated…
Descriptors: English for Special Purposes, Foreign Countries, Stakeholders, Attitude Measures
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DiDonato-Barnes, Nicole; Fives, Helenrose; Krause, Emily S. – Assessment in Education: Principles, Policy & Practice, 2014
We investigated if instruction on a Table of Specifications (TOS) would influence the quality of classroom test construction. Results should prove informative for educational researchers, teacher educators, and practising teachers interested in evidenced-based strategies that may improve assessment-related practices. Fifty-three college…
Descriptors: Teacher Made Tests, Test Construction, Tables (Data), Alignment (Education)
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Wasanga, Paul; Somerset, Anthony – Assessment in Education: Principles, Policy & Practice, 2013
This paper starts with an analysis of the twin purposes of an examination reform programme originally launched in Kenya during the 1970s: first, to broaden the spectrum of cognitive skills being tested; and second, to set up a feedback system based on the performance profiles, providing schools and teachers with guidance as to how pedagogy and…
Descriptors: Foreign Countries, Exit Examinations, Change, Test Construction
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Bejar, Isaac I. – Assessment in Education: Principles, Policy & Practice, 2011
Automated scoring of constructed responses is already operational in several testing programmes. However, as the methodology matures and the demand for the utilisation of constructed responses increases, the volume of automated scoring is likely to increase at a fast pace. Quality assurance and control of the scoring process will likely be more…
Descriptors: Evidence, Quality Control, Scoring, Quality Assurance
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Galaczi, Evelina D.; ffrench, Angela; Hubbard, Chris; Green, Anthony – Assessment in Education: Principles, Policy & Practice, 2011
The process of constructing assessment scales for performance testing is complex and multi-dimensional. As a result, a number of different approaches, both empirically and intuitively based, are open to developers. In this paper we outline the approach taken in the revision of a set of assessment scales used with speaking tests, and present the…
Descriptors: Speech Communication, Research Methodology, Foreign Countries, Statistical Analysis
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Ahmed, Ayesha; Pollitt, Alastair – Assessment in Education: Principles, Policy & Practice, 2011
At the heart of most assessments lies a set of questions, and those who write them must achieve "two" things. Not only must they ensure that each question elicits the kind of performance that shows how "good" pupils are at the subject, but they must also ensure that each mark scheme gives more marks to those who are…
Descriptors: Academic Achievement, Classification, Educational Quality, Quality Assurance
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Leighton, Jacqueline P.; Gokiert, Rebecca J.; Cor, M. Ken; Heffernan, Colleen – Assessment in Education: Principles, Policy & Practice, 2010
Classroom teachers are in the front line of introducing students to formal learning, including assessments, which can be assumed to continue for students should they extend their schooling past the expected mandatory 12 years. The purpose of the present investigation was to survey secondary teachers' beliefs of classroom and large-scale tests for…
Descriptors: Measures (Individuals), Learning Processes, Test Construction, Teacher Attitudes
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Poon, Wai-Yin; McNaught, Carmel; Lam, Paul; Kwan, H. S. – Assessment in Education: Principles, Policy & Practice, 2009
The aim of this study was to investigate whether, in the Hong Kong context, self- and peer-assessment promote students' self-reflection and enable students to understand their own strengths and weaknesses better. A three-stage assessment strategy was employed in three Science courses at The Chinese University of Hong Kong: (1) students developing…
Descriptors: Student Evaluation, Educational Innovation, Program Effectiveness, Foreign Countries
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Wiliam, Dylan – Assessment in Education: Principles, Policy & Practice, 2008
While international comparisons such as those provided by PISA may be meaningful in terms of overall judgements about the performance of educational systems, caution is needed in terms of more fine-grained judgements. In particular it is argued that the results of PISA to draw conclusions about the quality of instruction in different systems is…
Descriptors: Test Bias, Test Construction, Comparative Testing, Evaluation
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