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Attali, Yigal – Educational Measurement: Issues and Practice, 2019
Rater training is an important part of developing and conducting large-scale constructed-response assessments. As part of this process, candidate raters have to pass a certification test to confirm that they are able to score consistently and accurately before they begin scoring operationally. Moreover, many assessment programs require raters to…
Descriptors: Evaluators, Certification, High Stakes Tests, Scoring
Pommerich, Mary – Educational Measurement: Issues and Practice, 2012
Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought-provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces…
Descriptors: Testing, Scores, Measurement, Test Construction
Peer reviewed
Fisher, Thomas H.; And Others – Educational Measurement: Issues and Practice, 1985
The new Florida Master Teacher Program in which the state provides bonuses directly to qualified teachers is described. Three measurement issues in implementing the program are discussed: (1) evaluating a teacher's classroom performance; (2) evaluating a teacher's subject area knowledge; and (3) combining scores to determine which teachers…
Descriptors: Elementary Secondary Education, Incentives, Job Performance, Merit Pay
Peer reviewed
Quellmalz, Edys S. – Educational Measurement: Issues and Practice, 1984
A summary of the writing assessment programs reviewed in this journal is presented. The problems inherent in the programs are outlined. A coordinated research program on major problems in writing assessment is proposed as being beneficial and cost-effective. (DWH)
Descriptors: Essay Tests, Program Evaluation, Scoring, State Programs
Peer reviewed
Roeber, Edward D. – Educational Measurement: Issues and Practice, 1984
In every instance in the process of constructing and using a test, the microcomputer can aid the classroom teacher. However, the teacher will not apply the microcomputer to classroom testing without added training both in classroom testing and in using the microcomputer. (BW)
Descriptors: Computer Assisted Testing, Educational Testing, Elementary Secondary Education, Item Analysis
Peer reviewed
Solano-Flores, Guillermo; Shavelson, Richard J. – Educational Measurement: Issues and Practice, 1997
Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…
Descriptors: Elementary Secondary Education, Performance Based Assessment, Science Education, Science Tests
Peer reviewed
Diamond, Esther E.; Fremer, John – Educational Measurement: Issues and Practice, 1989
The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)
Descriptors: Educational Testing, Evaluation Utilization, Examiners, Scoring
Peer reviewed
LeMahieu, Paul G.; And Others – Educational Measurement: Issues and Practice, 1995
Results are presented from a study of portfolio use for large-scale assessment in the Pittsburgh (Pennsylvania) public schools that are more encouraging for the use of this form of assessment than many other studies have been. Requirements for the psychometric integrity of portfolio assessment are discussed. (SLD)
Descriptors: Educational Assessment, Performance Based Assessment, Portfolios (Background Materials), Psychometrics
Peer reviewed
Frisbie, David A. – Educational Measurement: Issues and Practice, 1992
Literature related to the multiple true-false (MTF) item format is reviewed. Each answer cluster of a MTF item may have several true items and the correctness of each is judged independently. MTF tests appear efficient and reliable, although they are a bit harder than multiple choice items for examinees. (SLD)
Descriptors: Achievement Tests, Difficulty Level, Literature Reviews, Multiple Choice Tests
Peer reviewed
Haladyna, Thomas M. – Educational Measurement: Issues and Practice, 1992
Context-dependent item sets, containing a subset of test items related to a passage or stimulus, are discussed. A brief review of methods for developing item sets reveals their potential for measuring high-level thinking. Theories and technologies for scoring item sets remain largely experimental. Research needs are discussed. (SLD)
Descriptors: Cognitive Tests, Educational Technology, Licensing Examinations (Professions), Problem Solving
Peer reviewed
Fisher, Thomas M.; Smith, Julia – Educational Measurement: Issues and Practice, 1991
Incidents affecting the implementation of large-scale testing programs are described to illustrate associated problems. Issues addressed include creation of test materials, preparation of answer documents, transportation of test materials, scoring and analysis of tests, and dissemination and utilization of test results. (TJH)
Descriptors: Answer Keys, Computer Assisted Testing, Information Dissemination, Program Implementation
Peer reviewed
Plake, Barbara S.; And Others – Educational Measurement: Issues and Practice, 1993
Approximately 900 teachers in Virginia were surveyed to assess teachers' competencies in the 7 basic assessment areas identified in the "Standards for Teacher Competence in Educational Assessment of Students." Results will be used in designing training material in assessment for inservice teacher education. (SLD)
Descriptors: Academic Standards, Educational Assessment, Elementary School Teachers, Elementary Secondary Education
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