Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Content Validity | 2 |
| Curriculum Development | 2 |
| Item Analysis | 2 |
| Test Content | 2 |
| Test Items | 2 |
| Academic Achievement | 1 |
| College Freshmen | 1 |
| College Second Language… | 1 |
| Concept Formation | 1 |
| Construct Validity | 1 |
| Cooperative Learning | 1 |
| More ▼ | |
Source
| ProQuest LLC | 1 |
| Social Studies | 1 |
Publication Type
| Dissertations/Theses -… | 1 |
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
| Practitioners | 1 |
| Teachers | 1 |
Location
| Japan | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkKumazawa, Takaaki – ProQuest LLC, 2011
Although classroom assessment is one of the most frequent practices carried out by teachers in all educational programs, limited research has been conducted to investigate the dependability and validity of criterion-referenced tests (CRTs). The main purpose of this study is to develop a criterion-referenced test for first-year Japanese university…
Descriptors: Criterion Referenced Tests, Test Construction, Test Validity, English (Second Language)
Peer reviewedSteinbrink, John E.; Jones, Robert M. – Social Studies, 1991
Examines textbook-test alignment in the social studies curriculum. Defines alignment as review items conceptually and contextually matching test items. Indicates research that shows critically low alignment levels between review and test items, providing examples from a fifth grade textbook. Outlines five steps by which teachers can develop…
Descriptors: Academic Achievement, Concept Formation, Content Validity, Cooperative Learning
