NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
What Works Clearinghouse Rating
Showing 1 to 15 of 44 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ralston, Nicole C.; Li, Min; Taylor, Catherine – Educational Assessment, 2018
Elementary school students often exhibit a variety of conceptions associated with algebraic thinking that their teachers fail to recognize or understand. It is crucial that elementary school teachers possess knowledge of the variety of student conceptions and also have abilities to address varying states of conceptions. Otherwise, students who are…
Descriptors: Elementary School Students, Student Evaluation, Mathematics Tests, Test Construction
Peer reviewed Peer reviewed
Direct linkDirect link
Jensen, Bryant; Grajeda, Sara; Haertel, Edward – Educational Assessment, 2018
We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective…
Descriptors: Classroom Observation Techniques, Grade 4, Grade 5, Error of Measurement
Peer reviewed Peer reviewed
Direct linkDirect link
Traynor, Anne – Educational Assessment, 2017
Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…
Descriptors: Test Items, Test Construction, Alignment (Education), Curriculum
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Sadler, Philip M.; Sonnert, Gerhard; Coyle, Harold P.; Miller, Kelly A. – Educational Assessment, 2016
The psychometrically sound development of assessment instruments requires pilot testing of candidate items as a first step in gauging their quality, typically a time-consuming and costly effort. Crowdsourcing offers the opportunity for gathering data much more quickly and inexpensively than from most targeted populations. In a simulation of a…
Descriptors: Test Items, Test Construction, Psychometrics, Biological Sciences
Peer reviewed Peer reviewed
Direct linkDirect link
DeLuca, Christopher; LaPointe-McEwan, Danielle; Luhanga, Ulemu – Educational Assessment, 2016
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current…
Descriptors: Test Construction, Test Reliability, Test Validity, Self Efficacy
Peer reviewed Peer reviewed
Direct linkDirect link
Naumann, Alexander; Hochweber, Jan; Klieme, Eckhard – Educational Assessment, 2016
Although there is a common understanding of instructional sensitivity, it lacks a common operationalization. Various approaches have been proposed, some focusing on item responses, others on test scores. As approaches often do not produce consistent results, previous research has created the impression that approaches to instructional sensitivity…
Descriptors: Psychometrics, Item Response Theory, Pretests Posttests, Test Construction
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Briggs, Derek C.; Dadey, Nathan – Educational Assessment, 2015
This study focuses on an instance in which the mean grade-to-grade scale scores on a vertical scale showed evidence of common test items that do not get easier from one grade to the next. The issue was examined as part of a 2-day workshop in which participants were asked to predict the growth on all linking items used in the construction of…
Descriptors: Test Items, Grading, Scores, Scaling
Peer reviewed Peer reviewed
Direct linkDirect link
Gold, Bernadette; Holodynski, Manfred – Educational Assessment, 2015
The current study describes the development and construct validation of a situational judgment test for assessing the strategic knowledge of classroom management in elementary schools. Classroom scenarios and accompanying courses of action were constructed, of which 17 experts confirmed the content validity. A pilot study and a cross-validation…
Descriptors: Classroom Techniques, Elementary Schools, Construct Validity, Knowledge Base for Teaching
Peer reviewed Peer reviewed
Direct linkDirect link
Lakin, Joni M. – Educational Assessment, 2014
The purpose of test directions is to familiarize examinees with a test so that they respond to items in the manner intended. However, changes in educational measurement as well as the U.S. student population present new challenges to test directions and increase the impact that differential familiarity could have on the validity of test score…
Descriptors: Test Content, Test Construction, Best Practices, Familiarity
Peer reviewed Peer reviewed
Direct linkDirect link
Solano-Flores, Guillermo; Wang, Chao; Kachchaf, Rachel; Soltero-Gonzalez, Lucinda; Nguyen-Le, Khanh – Educational Assessment, 2014
We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…
Descriptors: English Language Learners, Testing Accommodations, Illustrations, Educational Testing
Peer reviewed Peer reviewed
Direct linkDirect link
Schneider, M. Christina; Huff, Kristen L.; Egan, Karla L.; Gaines, Margie L.; Ferrara, Steve – Educational Assessment, 2013
A primary goal of standards-based statewide achievement tests is to classify students into achievement levels that enable valid inferences about student content area knowledge and skill. Explicating how knowledge and skills are expected to differ in complexity in achievement level descriptors, and how that complexity is related to empirical item…
Descriptors: Test Items, Difficulty Level, Achievement Tests, Test Interpretation
Peer reviewed Peer reviewed
Direct linkDirect link
Ketterlin-Geller, Leanne R.; Yovanoff, Paul; Jung, EunJu; Liu, Kimy; Geller, Josh – Educational Assessment, 2013
In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…
Descriptors: Test Validity, Construct Validity, Scores, Evidence
Peer reviewed Peer reviewed
Direct linkDirect link
Cawthon, Stephanie; Leppo, Rachel; Carr, Therese; Kopriva, Rebecca – Educational Assessment, 2013
When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted science items. Four student groups were included in this analysis: English language learners, students…
Descriptors: Testing Accommodations, Test Items, Adaptive Testing, Science Tests
Previous Page | Next Page ยป
Pages: 1  |  2  |  3