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Showing 46 to 60 of 451 results Save | Export
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Aryadoust, Vahid; Baghaei, Purya – Educational Assessment, 2016
This study aims to examine the relationship between reading comprehension and lexical and grammatical knowledge among English as a foreign language students by using an Artificial Neural Network (ANN). There were 825 test takers administered both a second-language reading test and a set of psychometrically validated grammar and vocabulary tests.…
Descriptors: English (Second Language), Reading Comprehension, Lexicology, Grammar
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Zapata-Rivera, Diego; Zwick, Rebecca; Vezzu, Margaret – Educational Assessment, 2016
The goal of this study was to explore the effectiveness of a short web-based tutorial in helping teachers to better understand the portrayal of measurement error in test score reports. The short video tutorial included both verbal and graphical representations of measurement error. Results showed a significant difference in comprehension scores…
Descriptors: Error of Measurement, Tutorial Programs, Instructional Effectiveness, Web Based Instruction
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Wind, Stefanie A.; Engelhard, George, Jr.; Wesolowski, Brian – Educational Assessment, 2016
When good model-data fit is observed, the Many-Facet Rasch (MFR) model acts as a linking and equating model that can be used to estimate student achievement, item difficulties, and rater severity on the same linear continuum. Given sufficient connectivity among the facets, the MFR model provides estimates of student achievement that are equated to…
Descriptors: Evaluators, Interrater Reliability, Academic Achievement, Music Education
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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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Brookhart, Susan M. – Educational Assessment, 2015
Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. "Graded…
Descriptors: Grading, Academic Achievement, Grades (Scholastic), Testing
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Avenia-Tapper, Brianna; Llosa, Lorena – Educational Assessment, 2015
This article addresses the issue of language-related construct-irrelevant variance on content area tests from the perspective of systemic functional linguistics. We propose that the construct relevance of language used in content area assessments, and consequent claims of construct-irrelevant variance and bias, should be determined according to…
Descriptors: English Language Learners, Science Tests, Difficulty Level, Language Usage
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Seo, Daeryong; McGrane, Joshua; Taherbhai, Husein – Educational Assessment, 2015
Most formative assessments rely on the performance status of a student at a particular time point. However, such a method does not provide any information on the "propensity" of the student to achieve a predetermined target score or whether the student is performing as per the expectations from identical students with the same history of…
Descriptors: Student Evaluation, Formative Evaluation, Scores, Probability
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Liu, Ou Lydia; Rios, Joseph A.; Borden, Victor – Educational Assessment, 2015
Assessments of student learning outcomes (SLO) have been widely used in higher education for accreditation, accountability, and strategic planning purposes. Although important to institutions, the assessment results typically bear no consequence for individual students. It is important to clarify the relationship between motivation and test…
Descriptors: Student Evaluation, Student Motivation, Learning Motivation, Instructional Effectiveness
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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
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Tannenbaum, Richard J.; Kannan, Priya – Educational Assessment, 2015
Angoff-based standard setting is widely used, especially for high-stakes licensure assessments. Nonetheless, some critics have claimed that the judgment task is too cognitively complex for panelists, whereas others have explicitly challenged the consistency in (replicability of) standard-setting outcomes. Evidence of consistency in item judgments…
Descriptors: Standard Setting (Scoring), Reliability, Scores, Licensing Examinations (Professions)
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Gamboa, Luis Fernando; Waltenberg, Fábio D. – Educational Assessment, 2015
Measuring the distance between countries and the goal of equality of opportunity in education has been the focus of recent contributions in the economic literature, which have concentrated either on intergroup gaps in access to a given level of studies or on intergroup gaps in educational achievement. We argue that both aspects are important and…
Descriptors: Equal Education, Educational Opportunities, Comparative Education, Achievement Gap
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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
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Rutkowski, David; Wild, Justin – Educational Assessment, 2015
In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…
Descriptors: Teacher Evaluation, National Competency Tests, Reading Tests, Expectation
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Davis, Laurie Laughlin; Orr, Aline; Kong, Xiaojing; Lin, Chow-Hong – Educational Assessment, 2015
There is increasing expectation that schools should be able to use tablets for a range of instructional and assessment purposes. This article considers the comparability of student writing on tablets and laptops to ensure that writing assessment is conducted in a way that is fair to all students. Data were collected from a sample of 826 students…
Descriptors: Handheld Devices, Laptop Computers, Writing Evaluation, Essay Tests
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Aryadoust, Vahid – Educational Assessment, 2015
Forty science students received training for 12 weeks on delivering effective presentations and using a tertiary-level English oral presentation scale comprising three subscales (Verbal Communication, Nonverbal Communication, and Content and Organization) measured by 18 items. For their final project, each student was given 10 to 12 min to present…
Descriptors: College Freshmen, Student Evaluation, Self Evaluation (Individuals), Peer Evaluation
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