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Educational Measurement:… | 10 |
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Peer reviewed
Yen, Wendy M. – Educational Measurement: Issues and Practice, 1997
The accuracy of statistics based on performance assessments that represent percentages of students reaching standards is explored using data from a large-scale performance assessment, the Maryland School Performance Assessment Program. Results with students in grades 3, 5, and 8 support the accuracy of pooling results to produce the statistics.…
Descriptors: Achievement Tests, Elementary Education, Error of Measurement, Performance Based Assessment
Peer reviewed
Glaser, Robert – Educational Measurement: Issues and Practice, 1994
Beginning discussions and exploratory work on criterion-referenced measurement are reviewed in this commentary on the author's 1963 address to the American Educational Research Association on issues of measurement and the development of educational technology. Many problems foreseen at that time remain current. (SLD)
Descriptors: Criterion Referenced Tests, Educational History, Educational Research, Educational Technology
Peer reviewed
Nitko, Anthony J. – Educational Measurement: Issues and Practice, 1995
If curriculum is to be the basis for assessment reform, assessment specialists must model the process for producing valid assessment products. Validity criteria should guide any model for the assessment development process. However, curriculum-based assessment systems should not be confused with standards-driven assessment systems. (SLD)
Descriptors: Criteria, Curriculum Based Assessment, Educational Change, Evaluation Methods
Peer reviewed
Downing, Steven M. – Educational Measurement: Issues and Practice, 1992
Research on true-false (TF), multiple-choice, and alternate-choice (AC) tests is reviewed, discussing strengths, weaknesses, and the usefulness in classroom and large-scale testing of each. Recommendations are made for improving use of AC items to overcome some of the problems associated with TF items. (SLD)
Descriptors: Comparative Analysis, Educational Research, Multiple Choice Tests, Objective Tests
Peer reviewed
Lane, Suzanne – Educational Measurement: Issues and Practice, 1993
A conceptual framework is presented for the development of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument (QCAI) that focuses on the ability of middle-school students to problem solve, reason, and communicate mathematically. The instrument will provide programatic rather than…
Descriptors: Communication (Thought Transfer), Concept Formation, Educational Assessment, Junior High Schools
Peer reviewed
Albanese, Mark A. – Educational Measurement: Issues and Practice, 1993
A comprehensive review is given of evidence, with a bearing on the recommendation to avoid use of complex multiple choice (CMC) items. Avoiding Type K items (four primary responses and five secondary choices) seems warranted, but evidence against CMC in general is less clear. (SLD)
Descriptors: Cues, Difficulty Level, Multiple Choice Tests, Responses
Assessment Theory and Research for Classrooms: From "Taxonomies" to Constructing Meaning in Context.
Peer reviewed
Tittle, Carol Kehr; And Others – Educational Measurement: Issues and Practice, 1993
Major changes in educational and psychological theories that have come about since the cognitive and affective taxonomies of educational objectives were published in 1956 and 1964 are traced. The changes emphasize the need to understand thinking in the context of students' beliefs and self-directed cognitions. (SLD)
Descriptors: Achievement Tests, Affective Behavior, Classification, Classroom Research
Peer reviewed
Lee, Guemin; Brennan, Robert L.; Frisbie, David A. – Educational Measurement: Issues and Practice, 2000
Presents a broad definition of "testlet" and suggests a framework for classifying types of testlets. Considers several issues that bear on the conceptualization of testlets and analyses of scores from tests composed of testlets. Suggests some research topics that seem particularly important to advancing the meaningful and appropriate use…
Descriptors: Classification, Definitions, Models, Scores
Peer reviewed
Kolen, Michael J. – Educational Measurement: Issues and Practice, 2001
Discusses some practical issues in linking educational assessments, focusing on the importance of clarity of purpose when assessments are linked. Also stresses the importance of the design used to collect data for linking. Uses linking studies from a variety of situations to illustrate these points. (SLD)
Descriptors: Data Collection, Educational Assessment, Equated Scores, Research Design
Peer reviewed
Linn, Robert L.; Burton, Elizabeth – Educational Measurement: Issues and Practice, 1994
Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the…
Descriptors: Educational Assessment, Educational Experience, Generalizability Theory, Interaction