Reports on the data gleaned from the survey on dance education administered simultaneously with the 1997 National Assessment of Educational Progress (NAEP) arts assessments. Presents the process and problems of developing and implementing assessments in dance. Considers the value of the assessments to dance and offers recommendations for the…

Discusses validity issues associated with three popular content-general reading college placement tests and then presents a theoretical argument to support an alternative placement procedure using content-specific testing. Proposes that content-specific tests would have improved content-related and construct-related validity. States that more…

The goal of the Standards for Educational and Psychological Testing is to improve testing practices, but their impact on practice appears spotty. Self-regulation clearly fails in some instances. The establishment of an external agency to oversee testing practices and adherence to the Standards would face substantial hurdles, and the ambiguity of…

Recent focus on student achievement and the effectiveness of schools, school boards, and teachers has lead to increased demands for accountability in education. Large scale assessments are now used in most provinces in Canada to examine the degree to which educational standards are being reached and explore issues of accountability. Alternative…

This paper illustrates how graphical analyses can enhance the interpretation and understanding of multidimensional item response theory (IRT) analyses. Examples of different graphical representations are presented, including item response surfaces, information vectors, and centroid plots of trait distributions. All graphs are intended to…

Discusses the relationship between statistics and measurement for educators and test developers in particular. Using both approaches can develop linear measures and provide further analyses of the developed measures. (SLD)

The assumptions underlying item response theory (IRT) models may be expressed as a set of equality and inequality constraints on the parameters of a latent class model. It is well known that the same assumptions imply that the parameters of the manifest distribution have to satisfy a more complicated set of inequality constraints which, however,…

This article suggests a graphic technique that uses P-P plots to show the extent to which two groups differ on two variables. It can be used even if the variables are measured in completely different, noncomparable units. The comparison is symmetric with respect to the variables and the groups. It reflects the differences between the groups over…

The generalized partial-credit model (GPCM) is used frequently in educational testing and in large-scale assessments for analyzing polytomous data. Special cases of the generalized partial-credit model are the partial-credit model--or Rasch model for ordinal data--and the two parameter logistic (2PL) model. This article extends the GPCM to the…

As more colleges move to "test optional" admissions policies, the debate over the utility and interpretation of standardized-test scores continues. In this article, the author interviews Daniel Koretz, a professor of education at Harvard University and author of "Measuring Up: What Educational Testing Really Tells Us". Koretz…

The intention of this article is to illustrate how assessment is an "emotional practice" (Hargreaves, 1998) for teachers and how paying attention to the emotions involved can provide useful information about assessment practices to teachers, teacher-educators and policy-reformers. Through presenting a review of research literature it makes three…

The Edmonton Grade III Achievement: 1956-1977 study is a comparison of achievement in reading, arithmetic, and language involving all of the third grade students in a large school system. Six basic skills tests which were administered to all of the Edmonton third grade students in 1956 were reprinted and administered to all of the third grade…

This guide is essentially designed as a teaching aid for those who would inform planners, officials of educational ministries, school administrators, principals, and teachers about educational outcome measurements. In outline and graphic form, the guide presents topics for discussion in a seminar dealing with how to obtain information on…