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Wiliam, Dylan – Measurement: Interdisciplinary Research and Perspectives, 2013
In "How Is Testing Supposed to Improve Schooling?" Edward Haertel has proposed a framework for thinking about the mechanisms by which testing might improve the various educational processes undertaken in schools. The framework seems to the author to be quite general (he uses the word "general" here in its mathematical sense of including all cases)…
Descriptors: Educational Testing, Educational Improvement, Test Results, Test Use
National Council on Measurement in Education, 2012
Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of…
Descriptors: State Programs, Integrity, Testing, Test Preparation
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Cresswell, Mike – Measurement: Interdisciplinary Research and Perspectives, 2010
Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…
Descriptors: Foreign Countries, Measurement Techniques, Psychometrics, Comparative Analysis
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Newton, Paul E. – Measurement: Interdisciplinary Research and Perspectives, 2010
This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…
Descriptors: Foreign Countries, Measurement Techniques, Psychometrics, Comparative Analysis
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Walker, Michael E. – Measurement: Interdisciplinary Research and Perspectives, 2010
"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…
Descriptors: Foreign Countries, Test Construction, Test Validity, Measurement Techniques
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Baird, Jo-Anne – Measurement: Interdisciplinary Research and Perspectives, 2010
Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…
Descriptors: Foreign Countries, Predictive Validity, Standards, Ethics
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von Davier, Alina A. – Measurement: Interdisciplinary Research and Perspectives, 2010
The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…
Descriptors: Foreign Countries, Educational Assessment, Student Evaluation, Evaluation Criteria
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McRae, D. J. – Third Education Group Review, 2006
This article presents the author's comments on ""Lake Woebegone," Twenty Years Later" by J. J. Cannell, MD. J. J. Cannell's article on the so-called "Lake Woebegone" effect for K-12 educational testing systems is mostly an historical account of technical issues and policy considerations that led in part to development…
Descriptors: Elementary Secondary Education, Educational Testing, Standardized Tests, Test Use
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Spinelli, Cathleen G. – Reading & Writing Quarterly, 2008
Existing research indicates that there is a disproportionate number of students with cultural and linguistic differences, English Language Learners (ELL), who are misidentified as learning disabled when their problems are due to cultural and/or linguistic differences. As a consequence, these students do not receive appropriate services. With the…
Descriptors: Informal Assessment, Formative Evaluation, Second Language Learning, Cultural Pluralism