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Middleton, Kyndra V. – Educational Measurement: Issues and Practice, 2020
Due to the precipitous onset of the coronavirus disease, teachers and students across the nation were thrust into a new environment, and the impact of this new experience will be felt both shorter and longer term. This academic year saw "test pollution" with the switch to online instruction, and student learning was significantly…
Descriptors: Outcomes of Education, COVID-19, Educational Change, Electronic Learning
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Jiao, Hong; Lissitz, Robert W. – Educational Measurement: Issues and Practice, 2020
This paper discusses the unprecedented challenges and possible directions in which the field of educational assessment is going after the outbreak of COVID-19. Though the pandemic leads to a lot of pressure related to instruction, learning, and assessment, it also provides opportunities that are likely to require changes to the current theories…
Descriptors: COVID-19, Pandemics, Educational Assessment, Educational Change
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Russell, Mike; Ludlow, Larry; O'Dwyer, Laura – Educational Measurement: Issues and Practice, 2019
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and…
Descriptors: Educational Testing, Specialists, Doctoral Programs, Program Evaluation
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Bennett, Randy E. – Educational Measurement: Issues and Practice, 2018
This article is a written adaptation of the Presidential address I gave at the NCME annual conference in April 2018. The article describes my thoughts on the future of assessment. I discuss eleven likely characteristics of future tests and, for each characteristic, why I think it is important and what to watch with respect to it. Next, I outline…
Descriptors: Educational Assessment, Educational Trends, Tests, Trend Analysis
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Polikoff, Morgan S. – Educational Measurement: Issues and Practice, 2010
Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the…
Descriptors: Federal Legislation, Psychometrics, Accountability, Teaching Methods
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Desimone, Laura M.; Smith, Thomas M.; Hayes, Susan A.; Frisvold, David – Educational Measurement: Issues and Practice, 2005
We found moderate correlations among four policy attributes (consistency, specificity, authority, and power), which suggest that in many states, at least in design, standards-based reform is working as advocates imagined--aligned content standards and assessments established, backed up by detailed guidelines and frameworks, incentivized by rewards…
Descriptors: Educational Change, Accountability, Educational Policy, Cognitive Development
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Hess, Frederick M. – Educational Measurement: Issues and Practice, 2005
Since 2001, considerations of school reform have been dominated by performance-based accountability. No Child Left Behind (NCLB) has changed the way policymakers and educators talk about education, look at educational performance, and think about educational challenges. Nonetheless, NCLB and the state accountability systems it has spawned have…
Descriptors: Federal Legislation, Accountability, Educational Policy, Educational Change
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Shepard, Lorrie A.; And Others – Educational Measurement: Issues and Practice, 1996
The effects of performance assessment on student learning were studied in third grades in three suburban schools and matched control schools. Performance measures did not produce clear and immediate improvements in student learning, but some positive changes were seen in mathematics. (SLD)
Descriptors: Achievement Tests, Educational Change, Educational Innovation, Educational Testing
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Cizek, Gregory J. – Educational Measurement: Issues and Practice, 2000
Points out areas in which aspects of assessment practice remain resistant to change: (1) evaluation of student achievement; (2) appropriate application of assessment innovation; and (3) preparation of educators in educational assessment. (SLD)
Descriptors: Educational Assessment, Educational Change, Educational Theories, Elementary Secondary Education
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Green, Bert F. – Educational Measurement: Issues and Practice, 1995
If annual performance assessments are to yield results that can be compared from year to year, many technical problems must be addressed. It is essential that tests to be equated measure the same construct. Methods of equating performance assessment scores, ways of equating system assessments, and standard setting are discussed. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Educational Change, Equated Scores
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Camara, Wayne J.; Brown, Dianne C. – Educational Measurement: Issues and Practice, 1995
The implications for educational and employment testing of recent measurement, social, and policy issues are compared and contrasted. Changes are proposed relative to technical conceptualization of assessment, an increased focus on performance-based evaluation, and expanded expectations and uses of assessment. (SLD)
Descriptors: Construct Validity, Educational Assessment, Educational Change, Educational Policy
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Vold, David J. – Educational Measurement: Issues and Practice, 1985
Testing of teacher competence is traced from colonial times to the present. Various forms of teacher testing were commonplace up through the nineteenth century. A major educational reform movement in the early twentieth century succeeded in eliminating teacher tests in favor of proper and uniform preparation through teacher education. (BS)
Descriptors: Educational Change, Educational History, Elementary Secondary Education, Higher Education
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Popham, James W. – Educational Measurement: Issues and Practice, 1985
Testing teachers for recertification to ensure that all certified teachers and administrators can read and write adequately is supported. Insofar as possible, tests must be developed and used in ways that are not demeaning to educational professionals. Recertification testing may recapture public support for education, which has seriously eroded.…
Descriptors: Basic Skills, Educational Change, Educational Improvement, Elementary Secondary Education
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Mares, Jiri; Byckovsky, Petr – Educational Measurement: Issues and Practice, 1992
The history of educational assessment and research in Czechoslovakia and changes in attitudes toward educational testing are reviewed. The current status of educational assessment is evaluated and found wanting. A plan is proposed to resuscitate educational testing in Czechoslovakia in spite of the current economic and political problems. (SLD)
Descriptors: Economic Factors, Educational Assessment, Educational Attitudes, Educational Change
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Educational Measurement: Issues and Practice, 1984
The University of Tennessee, Knoxville conducted a system-wide effort to increase use of student outcome information in assessing and improving academic programs. For this effort, the university received the National Council on Measurement in Education award for an outstanding example of an application of educational measurement technology. (EGS)
Descriptors: Educational Change, Educational Innovation, Educational Quality, Higher Education
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