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Showing 121 to 135 of 453 results Save | Export
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Arikan, Serkan; van de Vijver, Fons J. R.; Yagmur, Kutlay – Educational Assessment, Evaluation and Accountability, 2017
Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
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Chen, Fei; Lui, Angela M.; Andrade, Heidi; Valle, Christopher; Mir, Hirah – Educational Assessment, Evaluation and Accountability, 2017
The purpose of this study was to examine the effect of criteria-referenced formative assessment on achievement in the arts. Seventy-five schools in New York City were assigned to either the treatment or control condition. The treatment involved 3195 elementary, middle, or high school students instructed by 43 music, visual arts, theater, or dance…
Descriptors: Formative Evaluation, Criterion Referenced Tests, Art Education, Achievement Tests
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Ehren, Melanie C. M.; Godfrey, David – Educational Assessment, Evaluation and Accountability, 2017
This paper explores the impact of external accountability on four mechanisms of network-internal quality control and the properties of (mandated) inter-organizational networks. An explorative case study approach examines the external accountability of a newly established educational network (MAT) and how schools and the Trust are held accountable…
Descriptors: Accountability, Institutional Cooperation, Foreign Countries, Case Studies
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Faddar, Jerich; Vanhoof, Jan; De Maeyer, Sven – Educational Assessment, Evaluation and Accountability, 2017
School self-evaluation (SSE), as an important leverage for quality assurance, often relies on surveys among staff members to collect information on the schools' functioning. The extent to which respondents cognitively process items as developers intended them determines the cognitive validity of SSE results. However, it is unclear what problems…
Descriptors: Evaluation Methods, Institutional Evaluation, Self Evaluation (Groups), Cognitive Processes
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Kemethofer, David; Gustafsson, Jan-Eric; Altrichter, Herbert – Educational Assessment, Evaluation and Accountability, 2017
In recent years, school inspections have been newly introduced or adapted to the evidence-based governance logic in many European countries. So far, empirical research on the impact of school inspections has produced inconclusive results. Methodologically, it has mainly focussed on analysis of a national inspection model and used cross-sectional…
Descriptors: Foreign Countries, Cross Cultural Studies, Comparative Analysis, Cultural Differences
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Ackerman, Matthew; Egalite, Anna J. – Educational Assessment, Evaluation and Accountability, 2017
There is no consensus among researchers on charter school effectiveness in the USA, in part because of discrepancies in the research methods employed across various studies. Causal impact estimates from experimental studies demonstrate large positive impacts, but concerns about the generalizability of these results have prompted the development of…
Descriptors: Charter Schools, School Effectiveness, Research Methodology, Educational Research
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Yin, Yue – Educational Assessment, 2012
This study examines the potential of the tree diagram, a type of graphic organizer, as an assessment tool to measure students' knowledge structures in statistics education. Students' knowledge structures in statistics have not been sufficiently assessed in statistics, despite their importance. This article first presents the rationale and method…
Descriptors: Statistics, Mathematics Education, Instructional Materials, Visual Aids
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Buschang, Rebecca E.; Chung, Gregory K. W. K.; Delacruz, Girlie C.; Baker, Eva L. – Educational Assessment, 2012
The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…
Descriptors: Algebra, Mathematics Teachers, Teacher Characteristics, Knowledge Base for Teaching
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Hickson, Stephen; Reed, W. Robert; Sander, Nicholas – Educational Assessment, 2012
This study investigates the degree to which grades based solely on constructed-response (CR) questions differ from grades based solely on multiple-choice (MC) questions. If CR questions are to justify their higher costs, they should produce different grade outcomes than MC questions. We use a data set composed of thousands of observations on…
Descriptors: Grades (Scholastic), Student Evaluation, Multiple Choice Tests, Observation
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Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H. – Educational Assessment, 2012
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…
Descriptors: Test Items, Reading Comprehension, Construct Validity, Grade 4
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Taut, Sandy; Santelices, Maria Veronica; Stecher, Brian – Educational Assessment, 2012
The task of validating a teacher assessment and improvement system is similar whether the system operates in the United States or in another country. Chile has a national teacher evaluation system (NTES) that is standards based, uses multiple instruments, and is intended to serve both formative and summative purposes. For the past 6 years the…
Descriptors: Evidence, Foreign Countries, Teacher Evaluation, Standards
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Bell, Courtney A.; Gitomer, Drew H.; McCaffrey, Daniel F.; Hamre, Bridget K.; Pianta, Robert C.; Qi, Yi – Educational Assessment, 2012
This article develops a validity argument approach for use on observation protocols currently used to assess teacher quality for high-stakes personnel and professional development decisions. After defining the teaching quality domain, we articulate an interpretive argument for observation protocols. To illustrate the types of evidence that might…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Observation, Validity
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Correnti, Richard; Matsumura, Lindsay Clare; Hamilton, Laura S.; Wang, Elaine – Educational Assessment, 2012
Guided by evidence that teachers contribute to student achievement outcomes, researchers have been reexamining how to study instruction and the classroom opportunities teachers create for students. We describe our experience measuring students' opportunities to develop analytic, text-based writing skills. Utilizing multiple methods of data…
Descriptors: Writing Skills, Skill Development, Educational Opportunities, Educational Quality
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Martinez, Jose Felipe; Borko, Hilda; Stecher, Brian; Luskin, Rebecca; Kloser, Matt – Educational Assessment, 2012
We report the results of a pilot validation study of the Quality Assessment in Science Notebook, a portfolio-like instrument for measuring teacher assessment practices in middle school science classrooms. A statewide sample of 42 teachers collected 2 notebooks during the school year, corresponding to science topics taught in the fall and spring.…
Descriptors: Validity, Middle School Teachers, Evaluation Methods, Educational Assessment
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Hill, Heather C.; Charalambous, Charalambos Y.; Blazar, David; McGinn, Daniel; Kraft, Matthew A.; Beisiegel, Mary; Humez, Andrea; Litke, Erica; Lynch, Kathleen – Educational Assessment, 2012
Measurement scholars have recently constructed validity arguments in support of a variety of educational assessments, including classroom observation instruments. In this article, we note that users must examine the robustness of validity arguments to variation in the implementation of these instruments. We illustrate how such an analysis might be…
Descriptors: Validity, Classroom Observation Techniques, Measures (Individuals), Teacher Effectiveness
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