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Showing 1 to 15 of 64 results Save | Export
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Kingston, Neal; Nash, Brooke – Educational Measurement: Issues and Practice, 2011
An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…
Descriptors: Elementary Secondary Education, Formative Evaluation, Program Effectiveness, Effect Size
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Shepard, Lorrie A. – Educational Measurement: Issues and Practice, 2009
In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how…
Descriptors: Learning Theories, Validity, Student Evaluation, Evaluation Methods
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Perie, Marianne; Marion, Scott; Gong, Brian – Educational Measurement: Issues and Practice, 2009
Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by Black and Wiliam (1998) but instead are interim assessments. In this article, we clarify the definition and uses of interim…
Descriptors: Student Evaluation, Evaluation Methods, Educational Assessment, Formative Evaluation
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Frey, Andreas; Hartig, Johannes; Rupp, Andre A. – Educational Measurement: Issues and Practice, 2009
In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an…
Descriptors: Measures (Individuals), Test Construction, Theory Practice Relationship, Design
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Heritage, Margaret; Kim, Jinok; Vendlinski, Terry; Herman, Joan – Educational Measurement: Issues and Practice, 2009
Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student…
Descriptors: Formative Evaluation, Educational Testing, Inferences, Mathematics Instruction
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Cizek, Gregory J. – Educational Measurement: Issues and Practice, 2003
Responds to critiques of an earlier article on the unintended consequences of high-stakes testing. Reiterates the need to look for positive as well as negative consequences of high stakes testing and calls for balance between the role of large-scale assessment in identifying achievement deficits and the responsibility educational systems have to…
Descriptors: Achievement Tests, Educational Assessment, Elementary Secondary Education, High Stakes Tests
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Rich, William – Educational Measurement: Issues and Practice, 2003
Discusses current high-stakes standardized testing policy in response to G. Cizek through analogy with the policies of Chairman Mao in China and the decision to build the Maginot Line in France after World War I. Lessons from these events show that high-stakes policies skew outcomes and present high risk. (SLD)
Descriptors: Achievement Tests, Educational Assessment, Elementary Secondary Education, High Stakes Tests
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Camilli, Gregory – Educational Measurement: Issues and Practice, 2003
Although G. Cizek's article balances positive consequences for high-stakes testing against anti-testing criticisms, there is no evidence that high-stakes testing per se has substantial positive consequences. There is, however, optimism that aligned educational systems with testing as a component may lead to higher levels of student achievement.…
Descriptors: Achievement Tests, Educational Assessment, Elementary Secondary Education, High Stakes Tests
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Ryan, Katherine – Educational Measurement: Issues and Practice, 2002
Proposes a process approach to validity that addresses assessment validation in the context of high-stakes assessment. This approach includes a test evaluator or validator who considers the perspectives of five stakeholder groups at four different stages of assessment maturity in relation to six aspects of construct validity. Illustrates each…
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluators, High Stakes Tests
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Buckendahl, Chad W.; Impara, James C.; Plake, Barbara S. – Educational Measurement: Issues and Practice, 2002
Proposed an accountably model that addresses the challenges of allowing school districts to choose the specific strategies they use to measure student performance and evaluated this model using data from multiple sources for all school districts in Florida. Findings identify three strategies that would be useful for this type of accountability…
Descriptors: Academic Achievement, Accountability, Comparative Analysis, Educational Assessment
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Lane, Suzanne; Stone, Clement A. – Educational Measurement: Issues and Practice, 2002
Addresses issues in evaluating the consequences of assessment programs that are developed to hold schools accountable to state standards. Proposes a validation study to obtain consequential evidence for state assessment and accountability programs that includes a validity argument, propositions that follow from the validity argument, a definition…
Descriptors: Accountability, Achievement Gains, Educational Assessment, Elementary Secondary Education
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Stiggins, Richard J. – Educational Measurement: Issues and Practice, 2001
Reviews the status of classroom assessment, focusing on the review of four key research summaries that describe the dismal state of classroom assessment in the past century. Cites four important developments as reasons for optimism about the future of classroom assessment and details a five-part action plan for achieving the untapped potential of…
Descriptors: Classroom Techniques, Educational Assessment, Educational Planning, Educational Research
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Kearney, C. Philip – Educational Measurement: Issues and Practice, 1983
The three general categories that encompass the legitimate uses to which test data can be put (i.e., public reporting at the local, state, or regional level; identifying needs and allocating resources; and making judgments about promotion and graduation) are identified and examples are offered of policymakers' use and misuse of test results. (LC)
Descriptors: Educational Assessment, Elementary Secondary Education, Information Dissemination, Needs Assessment
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Guthrie, John T.; Lissitz, Robert W. – Educational Measurement: Issues and Practice, 1985
This reaction paper stresses the importance of matching the qualitatively different types of educational decisions with appropriate types of tests. Reading instruction is used to illustrate that while standardized tests are helpful for student classification and program accountability, they are hazardous to instructional process decisions which…
Descriptors: Decision Making, Educational Assessment, Educational Improvement, Educational Testing
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Philips, S. E. – Educational Measurement: Issues and Practice, 1996
Precedents from litigation on state graduation assessments provide insight into the potential legal arguments challengers may raise with regard to mandated content and performance standards for all students. Clearly documented, fairly administered procedures that adhere to professional recommendations will be the hallmark of defensible standards.…
Descriptors: Accountability, Court Litigation, Educational Assessment, Educational Policy
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