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Peer reviewedAngoff, William H.; Schrader, William B. – Journal of Educational Measurement, 1984
The reported data provide a basis for evaluating the formula-scoring versus rights-scoring issue and for assessing the effects of directions on the reliability and parallelism of scores for sophisticated examinees taking professionally developed tests. Results support the invariance hypothesis rather than the differential effects hypothesis.…
Descriptors: College Entrance Examinations, Guessing (Tests), Higher Education, Hypothesis Testing
Direct linkLaitsch, Dan – Association for Supervision and Curriculum Development, 2005
Standardized testing plays an increasingly important role in the lives of today's students and educators. The U.S. No Child Left Behind Act (NCLB) requires assessment in math and literacy in grades 3-8 and 10 and, as of 2007-08, in science once in grades 3-5, 6-9, and 10-12. Based on National Center for Education Statistics enrollment projections,…
Descriptors: Testing, Standardized Tests, Enrollment Projections, Accountability
