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Showing 1 to 15 of 64 results Save | Export
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Bartholomew, Scott R.; Nadelson, Louis S.; Goodridge, Wade H.; Reeve, Edward M. – Educational Assessment, 2018
We investigated the use of adaptive comparative judgment to evaluate the middle school student learning, engagement, and experience with the design process in an open-ended problem assigned in a technology and engineering education course. Our results indicate that the adaptive comparative judgment tool effectively facilitated the grading of the…
Descriptors: Middle School Students, Evaluative Thinking, Learner Engagement, Design
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Bell, Courtney A.; Jones, Nathan D.; Qi, Yi; Lewis, Jennifer M. – Educational Assessment, 2018
All 50 states use observations to evaluate practicing teachers, but we know little about how administrators actually reason when they use those observation protocols. Drawing on think-aloud and stimulated recall data, this study describes the types of strategies and warrants practicing administrators used when rating with their district's…
Descriptors: Administrators, Observation, Validity, Logical Thinking
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Won, Mihye; Krabbe, Heiko; Ley, Siv Ling; Treagust, David F.; Fischer, Hans E. – Educational Assessment, 2017
In this study, we investigated the value of a concept map marking guide as an alternative formative assessment tool for science teachers to adopt for the topic of energy. Eight high school science teachers marked students' concept maps using an itemized holistic marking guide. Their marking was compared with the researchers' marking and the scores…
Descriptors: Science Teachers, Science Instruction, Concept Mapping, Formative Evaluation
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Toyama, Yukie; Hiebert, Elfrieda H.; Pearson, P. David – Educational Assessment, 2017
This study investigated the complexity of leveled passages used in four classroom reading assessments. A total of 167 passages leveled for Grades 1-6 from these assessments were analyzed using four analytical tools of text complexity. More traditional, two-factor measures of text complexity found a general trend of fairly consistent across-grade…
Descriptors: Reading Materials, Reading Skills, Student Evaluation, Difficulty Level
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Lee, Minji K.; Sweeney, Kevin; Melican, Gerald J. – Educational Assessment, 2017
This study investigates the relationships among factor correlations, inter-item correlations, and the reliability estimates of subscores, providing a guideline with respect to psychometric properties of useful subscores. In addition, it compares subscore estimation methods with respect to reliability and distinctness. The subscore estimation…
Descriptors: Scores, Test Construction, Test Reliability, Test Validity
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Reckase, Mark D.; McCrory, Raven; Floden, Robert E.; Ferrini-Mundy, Joan; Senk, Sharon L. – Educational Assessment, 2015
Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what…
Descriptors: Algebra, Knowledge Base for Teaching, Multidimensional Scaling, Psychometrics
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Alm, Fredrik; Colnerud, Gunnel – Educational Assessment, 2015
Grading is often perceived as one of a teacher's most difficult tasks. Despite most teachers endeavoring to grade their students as objectively as possible, many students feel that they are subject to unfair grading. The aim of this study is to describe what it is about a teacher's grading that contributes to the perception of unfairness. This…
Descriptors: Grading, Qualitative Research, Foreign Countries, Grades (Scholastic)
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Hooper, Jay; Cowell, Ryan – Educational Assessment, 2014
There has been much research and discussion on the principles of standards-based grading, and there is a growing consensus of best practice. Even so, the actual process of implementing standards-based grading at a school or district level can be a significant challenge. There are very practical questions that remain unclear, such as how the grades…
Descriptors: True Scores, Grading, Academic Standards, Computation
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de Lima, Jorge Ávila; Silva, Maria João Tavares – Educational Assessment, Evaluation and Accountability, 2018
This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…
Descriptors: Classroom Observation Techniques, Observation, Teacher Attitudes, Administrator Attitudes
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Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J. – Educational Assessment, Evaluation and Accountability, 2018
Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…
Descriptors: Teacher Evaluation, Evaluation Methods, Observation, Mathematics Instruction
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Mintrop, Rick; Pryor, Laura; Ordenes, Miguel – Educational Assessment, Evaluation and Accountability, 2018
Evaluators frequently confront situations in which local programs struggle to meet the expectations and requirements specified by the external program funder. How can evaluators meaningfully evaluate programs (for both the funder and grantee) in situations in which the external program logic clashes with local complexities? This paper discusses…
Descriptors: Program Evaluation, Systems Approach, Evaluation Methods, Merit Pay
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Ford, Timothy G. – Educational Assessment, Evaluation and Accountability, 2018
Spurred by "Race to the Top," efforts to improve teacher evaluation systems have provided states with an opportunity to get teacher evaluation right. Despite the fact that a core reform area of "Race to the Top" was the use of teacher evaluation to provide on-going and meaningful feedback for instructional decision making, we…
Descriptors: Elementary School Teachers, Teacher Evaluation, Teacher Attitudes, High Stakes Tests
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Minor, Elizabeth Covay; Porter, Andrew C.; Murphy, Joseph; Goldring, Ellen; Elliott, Stephen N. – Educational Assessment, Evaluation and Accountability, 2017
The Vanderbilt Assessment for Leadership in Education (VAL-ED) is a 360-degree learning-centered behaviors principal evaluation tool that includes ratings from the principal, supervisors, and teachers. The current study assesses the test-retest reliability of the VAL-ED for a sample of seven school districts as part of multiple validity and…
Descriptors: Administrator Evaluation, Principals, Test Reliability, Test Validity
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Briggs, Derek C.; Dadey, Nathan – Educational Assessment, Evaluation and Accountability, 2017
Results from a sample of 1,013 Georgia principals who rated 12,617 teachers are used to compare holistic and analytic principal judgments with indicators of student growth central to the state's teacher evaluation system. Holistic principal judgments were compared to mean student growth percentiles (MGPs) and analytic judgments from a formal…
Descriptors: Correlation, Protocol Analysis, Classroom Observation Techniques, Academic Achievement
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Santelices, Maria Veronica; Valencia, Edgar; Gonzalez, Jorge; Taut, Sandy – Educational Assessment, Evaluation and Accountability, 2017
This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these…
Descriptors: Teacher Effectiveness, Context Effect, Foreign Countries, Value Added Models
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