NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 9 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Hollingshead, Lynne; Childs, Ruth A. – Educational Measurement: Issues and Practice, 2011
Large-scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard--that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is…
Descriptors: Cutting Scores, Educational Assessment, Grade 6, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Guskey, Thomas R. – Educational Measurement: Issues and Practice, 2007
This study compared different stakeholders' perceived validity of various indicators of student learning used to judge the quality of students' academic performance. Data were gathered from the questionnaire responses of 314 educators in three states that have implemented comprehensive state-wide assessment programs with high-stakes consequences…
Descriptors: Academic Achievement, Educational Indicators, State Surveys, Participation
Peer reviewed Peer reviewed
Mehrens, William A. – Educational Measurement: Issues and Practice, 1990
Characteristics/roles of the National Council on Measurement in Education (NCME) were compared to those of other, similar professional organizations, using data from 24 completed informal surveys. The other organizations include American Educational Research Association, American Psychological Association, and Association for Measurement and…
Descriptors: Agency Role, Comparative Analysis, Educational Assessment, Educational Research
Peer reviewed Peer reviewed
Hambleton, Ronald K.; Jones, Russell W. – Educational Measurement: Issues and Practice, 1993
This National Council on Measurement in Education (NCME) instructional module compares classical test theory and item response theory and describes their applications in test development. Related concepts, models, and methods are explored; and advantages and disadvantages of each framework are reviewed. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Graphs, Item Response Theory
Peer reviewed Peer reviewed
Phelps, Richard P. – Educational Measurement: Issues and Practice, 1997
Data from large-scale international studies for 13 countries indicate that U.S. students are clearly not the most heavily tested students on earth if one compares systemwide tests by their duration. In the United States, tests are much more likely to be of low consequence for the student. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Educational Testing, Elementary Secondary Education
Peer reviewed Peer reviewed
Green, Bert F. – Educational Measurement: Issues and Practice, 1995
If annual performance assessments are to yield results that can be compared from year to year, many technical problems must be addressed. It is essential that tests to be equated measure the same construct. Methods of equating performance assessment scores, ways of equating system assessments, and standard setting are discussed. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Educational Change, Equated Scores
Peer reviewed Peer reviewed
Buckendahl, Chad W.; Impara, James C.; Plake, Barbara S. – Educational Measurement: Issues and Practice, 2002
Proposed an accountably model that addresses the challenges of allowing school districts to choose the specific strategies they use to measure student performance and evaluated this model using data from multiple sources for all school districts in Florida. Findings identify three strategies that would be useful for this type of accountability…
Descriptors: Academic Achievement, Accountability, Comparative Analysis, Educational Assessment
Peer reviewed Peer reviewed
Sireci, Stephen G. – Educational Measurement: Issues and Practice, 1997
Different methodologies for linking tests across languages are reviewed and evaluated, focusing on monolingual item response theory, bilingual group designs, and matched monolingual group designs. These methods, although not without weaknesses, are superior for promoting score comparability than methods that rely on translation or expert judgment…
Descriptors: Bilingualism, Comparative Analysis, Cross Cultural Studies, Educational Assessment
Peer reviewed Peer reviewed
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