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Direct linkStephen G. Sireci; Javier Suárez-Álvarez; April L. Zenisky; Maria Elena Oliveri – Educational Measurement: Issues and Practice, 2024
The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design-in-Real-Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment "system." In this article, we lay the foundation for DIRTy…
Descriptors: Educational Assessment, Student Needs, Test Format, Test Construction
Shermis, Mark D.; DiVesta, Francis J. – Rowman & Littlefield Publishers, Inc., 2011
"Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…
Descriptors: Student Evaluation, Standardized Tests, Scores, Measurement
Anderson, Scarvia B. – American School Board Journal, 1981
Describes types of tests, types of student responses required, ways to interpret tests, and the major test developers. (WD)
Descriptors: Elementary Secondary Education, Responses, Standardized Tests, Teacher Made Tests
Involving Faculty in the Assessment of General Education: A Case Study. AIR 1992 Annual Forum Paper.
Download full textUnderwood, David G.; Nowaczyk, Ronald H. – 1992
This paper describes the experience of the Clemson University (South Carolina) faculty in choosing and administering a commercially available standardized test to assess general education at that institution. The paper emphasizes the importance of faculty involvement in the assessment of general education and its impact on the success of the…
Descriptors: Achievement Tests, College Outcomes Assessment, Educational Testing, Faculty College Relationship
