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Evaluating the Classroom Environment: Multilevel Validation and Measurement Invariance of Classroom Behavioral Climate
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Demos Michael; Nikolaos Tsigilis; Victoria Michaelidou; Athanasios Gregoriadis; Vicky Charalambous; Charalambos Vrasidas – Journal of Psychoeducational Assessment, 2024
The present study contributes to the development of effective measures to evaluate classroom climate, especially in elementary education where these remain limited. In addition, it addresses a typical "flaw" of several studies by approaching classroom climate as a group-level construct rather than an individual characteristic. Following…
Descriptors: Classroom Environment, Elementary Education, Elementary School Students, Grade 4
Revising an Engineering Design Rubric: A Case Study Illustrating Principles and Practices to Ensure Technical Quality of Rubrics
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Goldberg, Gail Lynn – Practical Assessment, Research & Evaluation, 2014
This article provides a detailed account of a rubric revision process to address seven common problems to which rubrics are prone: lack of consistency and parallelism; the presence of "orphan" and "widow" words and phrases; redundancy in descriptors; inconsistency in the focus of qualifiers; limited routes to partial credit;…
Descriptors: Scoring Rubrics, Engineering, Case Studies, Design
On the Validity of Educational Evaluation and Its Construction
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Huang, Xiaoping; Hu, Zhongfeng – Higher Education Studies, 2015
The main problem of the educational evaluation validity is that it just copies the conceptual framework system of validity from educational measurement to its own conceptual system. The validity conceptual system that fits the need of theory and practice of educational evaluation has not been established yet. According to the inherent attributive…
Descriptors: Test Validity, Educational Assessment, Evaluation Problems, Theory Practice Relationship
The Complexities of Assessing Teacher Knowledge
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Schoenfeld, Alan H. – Measurement: Interdisciplinary Research and Perspectives, 2007
The authors of this volume's stimulus papers have taken on the challenge of developing measures of teachers' mathematical knowledge for teaching (MKT). This task involves multiple decisions and considerations, including: (1) How does one specify the body of knowledge being assessed? What warrants are offered for those choices?; (2) How does one…
Descriptors: Test Validity, Psychometrics, Test Construction, Evaluation Research
Validating the MKT Measures: Some Responses to the Commentaries
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Hill, Heather C. – Measurement: Interdisciplinary Research and Perspectives, 2007
The author offers some thoughts on commentator's reactions to the substance of the measures, particularly those about measuring teacher learning and change, based on the major uses of the measures, and because this is a significant challenge facing test development as an enterprise. If teacher learning results in more integrated knowledge or…
Descriptors: Educational Testing, Tests, Measurement, Faculty Development
Generalizability and Specificity of Interpretive Arguments: Observations Inspired by the Commentaries
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Schilling, Stephen – Measurement: Interdisciplinary Research and Perspectives, 2007
In this article, the author echoes his co-author's and colleague's pleasure (Hill, this issue) at the thoughtfulness and far-ranging nature of the comments to their initial attempts at test validation for the mathematical knowledge for teaching (MKT) measures using the validity argument approach. Because of the large number of commentaries they…
Descriptors: Generalizability Theory, Persuasive Discourse, Educational Testing, Measurement