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Hoover, H. D. – Educational Measurement: Issues and Practice, 1988
Developmental standard score scales produce unrealistic expectations for growth of low-achieving students only if the low-achieving students are tested in an inappropriate way. Examples illustrate the unrealistic nature of such score scales when applied to the testing of learning disabled and Chapter One students. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Elementary Secondary Education
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Norris, Stephen P. – Educational Measurement: Issues and Practice, 1988
A methodology for developing multiple-choice critical thinking tests is described, which attempts to overcome certain problems of validity and fairness associated with such tests. It is concluded that direct evidence on test validity should be gathered using verbal reports of students' thinking on trial items. (TJH)
Descriptors: Beliefs, Critical Thinking, Culture Fair Tests, Elementary Secondary Education
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Mehrens, William A.; Kaminski, John – Educational Measurement: Issues and Practice, 1989
The increased use of test scores as a measure of school quality is discussed. Legitimate and illegitimate practices of test preparation are considered. Some commercial test preparation programs are reviewed, with some conclusions about their effectiveness and desirability. (SLD)
Descriptors: Academic Achievement, Achievement Tests, Educational Quality, Elementary Secondary Education
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Haertel, Edward H. – Educational Measurement: Issues and Practice, 1987
This paper describes the Teacher Assessment Project at Stanford University, where model assessments are being developed to serve as prototypes for a National Board for Professional Teaching Standards. Three lines of work are in process: (1) conducting "wisdom of practice" studies; (2) investigating alternative assessment technologies;…
Descriptors: Elementary Secondary Education, National Standards, Program Descriptions, Teacher Evaluation
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Peterson, Kenneth D. – Educational Measurement: Issues and Practice, 1987
This article describes how three Utah school districts employed tests, specifically National Teacher Examinations, as one line of optional evidence for use (along with a selection of other evidence) in the promotion of eligible teachers. (Author/LMO)
Descriptors: Career Ladders, Elementary Secondary Education, Employment Level, Promotion (Occupational)
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Proctor, Diane – Educational Measurement: Issues and Practice, 1985
The Jefferson County Schools (Colorado) are in the process of examining a district-wide testing program and selecting a new, standardized basic skills test. This paper describes the progress made to date. (LMO)
Descriptors: Basic Skills, Decision Making, Elementary Secondary Education, Needs Assessment
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McCarty, Joan First; Cardenas, Jose – Educational Measurement: Issues and Practice, 1986
Test scores are being used for a variety of inappropriate purposes, often to the detriment of minorities. This article recounts recent evidence on misuse of testing, offers strategies for preventing abuse, and urges professionals to take on active roles in preventing misuse of their wares. (LMO)
Descriptors: Court Litigation, Culture Fair Tests, Elementary Secondary Education, Minimum Competency Testing
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LeMahieu, Paul G.; Wallace, Richard C. – Educational Measurement: Issues and Practice, 1986
This article presents the viewpoint that care must be taken to fit the specifics of a testing program to its intended purpose. Testing for diagnosing individual student learning and for school evaluation should not be confused. Statewide testing programs may provide evaluative information, but are inadequate sources of diagnostic information. (LMO)
Descriptors: Academic Achievement, Behavioral Objectives, Diagnostic Tests, Elementary Secondary Education
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Burstall, Clare – Educational Measurement: Issues and Practice, 1986
Focusing on innovative forms of assessment in the United Kingdom, this article describes assessment strategies in mathematics, "oracy," science, and foreign languages. These strategies include not only problems in which students select a correct answer, but also practical problems in which students supply answers to open ended tasks.…
Descriptors: Elementary Secondary Education, Foreign Countries, Language Skills, Mathematics Achievement
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Hambleton, Ronald K.; Brennan, Robert L.; Brown, William; Dodd, Barbara; Forsyth, Robert A.; Mehrens, William A.; Nellhaus, Jeff; Reckase, Mark; Rindone, Douglas; van der Linden, Wim J.; Zwick, Rebecca – Educational Measurement: Issues and Practice, 2000
Responds to a negative evaluation of the National Assessment of Educational Progress (NAEP) by the National Academy of Sciences (NAS) and asserts that a review of the evidence for the NAEP performance standards indicates that there is support for the current approach to NAEP standard setting. Considers the scholarship of the NAS evaluation…
Descriptors: Academic Achievement, Elementary Secondary Education, Program Evaluation, Standard Setting (Scoring)
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Linn, Robert L. – Educational Measurement: Issues and Practice, 1998
The focus is on partitioning the evaluation of the consequences of assessment programs among the sponsors, developers, users, and reviewers of tests. Five parties that share responsibility are discussed: (1) the state legislature, (2) the state board of education, (3) the school district, (4) the test publisher, and (5) the measurement profession.…
Descriptors: Boards of Education, Educational Assessment, Elementary Secondary Education, Evaluation Methods
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Lane, Suzanne – Educational Measurement: Issues and Practice, 1991
Cognitive psychologists and measurement specialists have identified several methods for assessing students' knowledge structures. Applications of the Concept Structure Analysis Technique and MicroCAM (a computer-aided method) are described. Other research into schema knowledge is noted. These assessment procedures provide information about student…
Descriptors: Cognitive Psychology, Cognitive Structures, Cognitive Tests, Computer Assisted Testing
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Jones, Lyle V. – Educational Measurement: Issues and Practice, 1994
The testing practices and tests described in the preceding articles are reviewed and compared. This cross-cultural examination identifies some issues that are common to the United States and Europe: (1) the emphasis on performance tasks, (2) the accommodation of language minorities, and (3) concerns about gender differences. (SLD)
Descriptors: College Entrance Examinations, Comparative Analysis, Cross Cultural Studies, Educational Assessment
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Yen, Wendy M. – Educational Measurement: Issues and Practice, 1988
In their discussion of problems related to identifying learning disabilities with individually administered achievement tests, Phillips and Clarizio incorrectly conclude that developmental standard score scales produce unrealistic expectations for the growth of low-achieving students. By definition, these scores state how much the norm group's…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Assessment
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Phillips, S. E.; Clarizio, Harvey F. – Educational Measurement: Issues and Practice, 1988
In comparing the annual growth of low-achieving students and high-achieving students who remain at the same percentile rank, educators must choose between the properties of developmental standard scores and grade equivalents. The growth patterns for grade equivalent scores may be more reasonable than those for standard score scales. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Assessment
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