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Mislevy, Robert J. – Educational Measurement: Issues and Practice, 2012
This article presents the author's observations on Neil Dorans's NCME Career Award Address: "The Contestant Perspective on Taking Tests: Emanations from the Statue within." He calls attention to some points that Dr. Dorans made in his address, and offers his thoughts in response.
Descriptors: Testing, Test Reliability, Psychometrics, Scores
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Tong, Ye; Kolen, Michael J. – Educational Measurement: Issues and Practice, 2010
"Scaling" is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of…
Descriptors: Test Results, Scaling, Measures (Individuals), Raw Scores
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Niemi, Richard G.; Smith, Julia – Educational Measurement: Issues and Practice, 2003
Comparison of student reports of course taking from the 1994 history National Assessment of Educational Progress (NAEP) with information from the 1994 High School Transcript Study suggests that students overestimate the number of history courses taken and fail to distinguish among types of history classes taken, something that may affect the…
Descriptors: Course Selection (Students), High School Students, High Schools, History
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Zwick, Rebecca; Senturk, Deniz; Wang, Joyce; Loomis, Susan Cooper – Educational Measurement: Issues and Practice, 2001
Compared four mapping item methods using data from the physical science test of the National Assessment of Educational Progress and studied the opinions of science content area experts about the difficulty of the items through a survey completed by 148 science teachers or scientists. Results of model-based mapping methods were more concordant with…
Descriptors: Comparative Analysis, Physical Sciences, Science Teachers, Science Tests
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Pellegrino, James W. – Educational Measurement: Issues and Practice, 2000
Takes issue with support of the standard setting process of the National Assessment of Educational Progress (NAEP) advanced by critics of the evaluation of the standard setting process by the National Academy of Sciences and asserts that the achievement level descriptions developed for the NAEP no longer adhere to policy statements defining the…
Descriptors: Academic Achievement, Elementary Secondary Education, Program Evaluation, Standard Setting (Scoring)
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Hambleton, Ronald K.; Brennan, Robert L.; Brown, William; Dodd, Barbara; Forsyth, Robert A.; Mehrens, William A.; Nellhaus, Jeff; Reckase, Mark; Rindone, Douglas; van der Linden, Wim J.; Zwick, Rebecca – Educational Measurement: Issues and Practice, 2000
Responds to a negative evaluation of the National Assessment of Educational Progress (NAEP) by the National Academy of Sciences (NAS) and asserts that a review of the evidence for the NAEP performance standards indicates that there is support for the current approach to NAEP standard setting. Considers the scholarship of the NAS evaluation…
Descriptors: Academic Achievement, Elementary Secondary Education, Program Evaluation, Standard Setting (Scoring)
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Nichols, Paul; Sugrue, Brenda – Educational Measurement: Issues and Practice, 1999
Uses data from the National Assessment of Educational Progress to demonstrate the frequent lack of fidelity between cognitively complex construct definitions and the simple cognitive assumptions embedded in common test-development practices. Describes alternative,construct-centered test development approaches for each stage of the test-development…
Descriptors: Cognitive Tests, Educational Practices, Test Construction
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Sebring, Penny A.; Boruch, Robert F. – Educational Measurement: Issues and Practice, 1983
The utility of the federally funded National Assessment of Educational Progress (NAEP) is often unclear, and critics have claimed that NAEP is not used. This paper summarizes an exploratory study of evidence against these claims, including that data are most useful to audiences with a national perspective. (Author/CM)
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Utilization, Information Utilization
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Tyler, Ralph W. – Educational Measurement: Issues and Practice, 1983
Following a review of educational standard-setting experiences in the United States, the procedures used by the National Assessment of Educational Progress (NAEP) to arrive at a consensus on educational objectives are described. These objectives represent the only definitions of educational quality that are widely accepted by professional and lay…
Descriptors: Academic Achievement, Academic Standards, Educational Assessment, Educational Objectives
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Mullis, Ina V.S. – Educational Measurement: Issues and Practice, 1984
Scoring systems for direct writing assessment are described. In holistic scoring, a global quality judgment of the writing sample is made. Primary trait scoring, developed by the National Assessment of Educational Progress, is conducted in accordance with specific goals. Analytic scoring identifies characteristics and quality of writing. These…
Descriptors: Elementary Secondary Education, Essay Tests, Holistic Evaluation, Scoring
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Baron, Joan Boykoff – Educational Measurement: Issues and Practice, 1984
The Connecticut Assessment of Educational Progress assesses writing traits using different approaches to diagnose students' skills. These include multiple choice, direct assessment, "revising test," dictation, and note-taking. These measures and scoring guides are used to assess several elements of good writing. (DWH)
Descriptors: Basic Skills, Essay Tests, Holistic Evaluation, Minimum Competencies
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Kane, Michael – Educational Measurement: Issues and Practice, 1998
Uses several thought experiments to explore the potential impact of the choice of criterion on the results of examinee-centered studies. Conclusions from these experiments are then used to examine the different cutting scores from several contrasting groups studies on the National Assessment of Educational Progress. (SLD)
Descriptors: Bias, Criteria, Cutting Scores, Selection
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Forsyth, Robert A. – Educational Measurement: Issues and Practice, 1991
The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Assessment, Item Response Theory
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Zwick, Rebecca – Educational Measurement: Issues and Practice, 1991
Item parameter estimates derived through item response theory methods have been considered relatively robust to changes in item position and context, but the anomaly in reading scores from the 1986 National Assessment of Educational Progress (NAEP) illustrates problems with common population equating procedures when there are test form changes.…
Descriptors: Achievement Tests, Context Effect, Equated Scores, Estimation (Mathematics)
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Lissitz, Robert W.; Bourque, Mary Lyn – Educational Measurement: Issues and Practice, 1995
Clarifies the differences between two different approaches to the reporting of National Assessment of Educational Progress results using standards: anchor levels and achievement levels. Identifies critical issues related to the use of these approaches and provides a balanced view of their advantages. (SLD)
Descriptors: Academic Achievement, Academic Standards, Elementary Secondary Education, National Competency Tests
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