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Gustafsson, Jan-Eric; Erickson, Gudrun – Educational Assessment, Evaluation and Accountability, 2013
In the Swedish educational system, teachers have the dual responsibility of assigning final grades and marking their own students' national tests. The Government has mandated the Swedish Schools Inspectorate to remark samples of the national tests to see if teacher marking can be trusted. Reports from this project have concluded that intermarker…
Descriptors: Logical Thinking, Student Evaluation, Inferences, Trust (Psychology)
Furtak, Erin Marie; Hardy, Ilonca; Beinbrech, Christina; Shavelson, Richard J.; Shemwell, Jonathan T. – Educational Assessment, 2010
This article adapts the Evidence-Based Reasoning (EBR) Framework (Brown, Furtak, Timms, Nagashima, & Wilson, this issue) to create a coding system for assessing argumentation in science classroom discourse. The instrument, "Evidence-Based Reasoning in Science Classroom Discourse", is intended to provide a means for measuring the quality of EBR in…
Descriptors: Science Education, Logical Thinking, Thinking Skills, Evidence
Brown, Nathaniel J. S.; Nagashima, Sam O.; Fu, Alice; Timms, Michael; Wilson, Mark – Educational Assessment, 2010
The Evidence-Based Reasoning Assessment System (EBRAS) brings together advances in modeling scientific reasoning and assessment design to guide the development of written assessment items that target, disentangle, and elicit evidence of the multiple proficiencies underlying scientific argumentation. In this study, the EBRAS was used to assess the…
Descriptors: Measures (Individuals), Evidence, Persuasive Discourse, Logical Thinking
Shemwell, Jonathan T.; Furtak, Erin Marie – Educational Assessment, 2010
One way to frame science classroom discussion is to engage students in scientific argumentation, an important discourse format within science aimed at coordinating empirical evidence and scientific theory. Framing discussion as scientific argumentation gives clear priority to contributions that are sustained by evidence. We question whether this…
Descriptors: Discussion (Teaching Technique), Persuasive Discourse, Evidence, Classroom Communication
Brown, Nathaniel J. S.; Furtak, Erin Marie; Timms, Michael; Nagashima, Sam O.; Wilson, Mark – Educational Assessment, 2010
Recent science education reforms have emphasized the importance of students engaging with and reasoning from evidence to develop scientific explanations. A number of studies have created frameworks based on Toulmin's (1958/2003) argument pattern, whereas others have developed systems for assessing the quality of students' reasoning to support…
Descriptors: Science Education, Logical Thinking, Thinking Skills, Evidence
Hardy, Ilonca; Kloetzer, Birgit; Moeller, Kornelia; Sodian, Beate – Educational Assessment, 2010
Students' ability to participate in scientific discourse and to appropriately use empirical evidence to support beliefs or conclusions has been consistently stated as a core goal of science education. In the present study, we analyzed the quality of scientific reasoning in elementary school science classrooms, using the Evidence-Based Reasoning…
Descriptors: Elementary School Science, Logical Thinking, Thinking Skills, Concept Formation
Karelitz, Tzur M.; Parrish, Deborah Montgomery; Yamada, Hiroyuki; Wilson, Mark – Educational Assessment, 2010
Assessment systems that track children's progress across time need to be sensitive to the variegated nature of development. Although instruments are commonly designed to assess behaviors within a specific age range, some children advance slower or faster than others and, as a result, often show behaviors from a younger or older age group. This…
Descriptors: Age Groups, Inferences, Test Validity, Test Reliability
Wise, Steven L.; DeMars, Christine E. – Educational Assessment, 2010
Educational program assessment studies often use data from low-stakes tests to provide evidence of program quality. The validity of scores from such tests, however, is potentially threatened by examinee noneffort. This study investigated the extent to which one type of noneffort--rapid-guessing behavior--distorted the results from three types of…
Descriptors: Validity, Program Evaluation, Guessing (Tests), Motivation
Petridou, Alexandra; Williams, Julian – Educational Assessment, 2010
The person-fit literature assumes that aberrant response patterns could be a sign of person mismeasurement, but this assumption has rarely, if ever, been empirically investigated before. We explore the validity of test responses and measures of 10-year-old examinees whose response patterns on a commercial standardized paper-and-pencil mathematics…
Descriptors: Validity, Measurement, Response Style (Tests), Scores
Kim, Do-Hong; Huynh, Huynh – Educational Assessment, 2010
This study investigated whether scores obtained from the online and paper-and-pencil administrations of the statewide end-of-course English test were equivalent for students with and without disabilities. Score comparability was evaluated by examining equivalence of factor structure (measurement invariance) and differential item and bundle…
Descriptors: Computer Assisted Testing, Language Tests, English, Scores
Young, John W.; Steinberg, Jonathan; Cline, Fred; Stone, Elizabeth; Martiniello, Maria; Ling, Guangming; Cho, Yeonsuk – Educational Assessment, 2010
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were…
Descriptors: Test Validity, English (Second Language), Multilingualism, Bilingualism
Liu, Ou Lydia; Lee, Hee-Sun; Linn, Marcia C. – Educational Assessment, 2010
To improve student science achievement in the United States we need inquiry-based instruction that promotes coherent understanding and assessments that are aligned with the instruction. Instead, current textbooks often offer fragmented ideas and most assessments only tap recall of details. In this study we implemented 10 inquiry-based science…
Descriptors: Inquiry, Active Learning, Science Achievement, Science Instruction
Briggs, Derek C.; Diaz-Bilello, Elena; Peck, Fred; Alzen, Jessica; Chattergoon, Rajendra; Johnson, Raymond – National Center for the Improvement of Educational Assessment, 2015
This report describes the use of a Learning Progression Framework (LPF) to support the Student Learning Objectives (SLO) process. The report highlights a few common threats we currently see in the SLO process implemented at various states and districts, and offers the LPF as a possible solution for addressing these threats. This report was…
Descriptors: Learning Processes, Educational Objectives, Academic Achievement, Elementary School Students
Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan – Educational Assessment, Evaluation and Accountability, 2012
This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…
Descriptors: Physical Education, Educational Research, Physical Education Teachers, Teaching Methods
Amrein-Beardsley, Audrey; Osborn Popp, Sharon E. – Educational Assessment, Evaluation and Accountability, 2012
Teacher educators piloted the use of the Reformed Teaching Observation Protocol (RTOP), a peer observation instrument associated with increases in learning in science and mathematics teacher education courses. Faculty participants received a series of trainings in RTOP use and rated each other's teaching during multiple peer observations. The…
Descriptors: Education Courses, Observation, Mathematics Teachers, Teacher Educators