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Sanne Unger; Alanna Lecher – Journal of Effective Teaching in Higher Education, 2024
This action research project sought to understand how giving students a choice in how to demonstrate mastery of a reading would affect both grades and evaluations of the instructor, given that assessment choice might increase student engagement. We examined the effect of student assessment choice on grades and course evaluations, the two…
Descriptors: College Faculty, College Students, Alternative Assessment, Test Selection
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Williams, Jazz C. – English in Education, 2015
Several inference types serving distinct purposes are established in the literature on reading comprehension. Despite this highlighting that inference is a non-unitary construct, reading tests tend to treat it as a single ability. Consequently, different tests can assess different inferential abilities. Professionals, knowing what is implicitly…
Descriptors: Inferences, Sentences, Reading Comprehension, Reading Tests
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Miciak, Jeremy; Taylor, W. Pat; Denton, Carolyn A.; Fletcher, Jack M. – School Psychology Quarterly, 2015
Few empirical investigations have evaluated learning disabilities (LD) identification methods based on a pattern of cognitive strengths and weaknesses (PSW). This study investigated the reliability of LD classification decisions of the concordance/discordance method (C/DM) across different psychoeducational assessment batteries. C/DM criteria were…
Descriptors: Achievement Tests, Test Selection, Learning Disabilities, Disability Identification
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Papay, John P. – American Educational Research Journal, 2011
Recently, educational researchers and practitioners have turned to value-added models to evaluate teacher performance. Although value-added estimates depend on the assessment used to measure student achievement, the importance of outcome selection has received scant attention in the literature. Using data from a large, urban school district, I…
Descriptors: Urban Schools, Teacher Effectiveness, Reading Achievement, Achievement Tests