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Direct linkKane, Michael T.; Tannenbaum, Richard J. – Measurement: Interdisciplinary Research and Perspectives, 2016
It is one thing to produce an innovative, construct-based assessment task; it's another to produce 10 a year that are comparable in difficulty, measure the same competencies, are free of differential item functioning, and can be scaled and equated. These challenges contributed to the failure of the performance (or authentic) assessment movement of…
Descriptors: Computer System Design, Computer Assisted Testing, Courseware, Science Education
Jones, Alan – Principal Leadership, 2005
The most recent attempt by educators to emulate the "sound principles" and methods of business and science is to become data-driven. The leaders in a data-driven school are able to demonstrate how some number, preferably scores on standardized tests, has moved upward as a result of some program they have initiated. Data-driven schools also possess…
Descriptors: Standardized Tests, Student Evaluation, Misconceptions, Evaluation Problems
Peer reviewedStonehill, Robert M.; Groves, Curtis L. – Educational Evaluation and Policy Analysis, 1983
U.S. Department of Education (ED) activities relating to the utility of Title I evaluations are discussed within the context of an overview of the Title I Evaluation and Reporting System (TIERS) and a history of Title I evaluations. Implications for Chapter 1 of the Education Consolidation and Improvement Act (ECIA) of 1981 are considered. (LC)
Descriptors: Compensatory Education, Data Collection, Decision Making, Educational Policy
Download full textHaney, Walt; Madaus, George – 1986
Topics related to the National Assessment of Educational Progress (NAEP) are discussed. Issues affecting the impact of testing on education include: what is tested; how scores are referenced; internal versus external sources of testing; and the rewards, sanctions, or stakes associated with test results. Testing has both intentional (direct) and…
Descriptors: Achievement Tests, Educational Assessment, Educational Policy, Educational Testing
R&D Priorities for Educational Testing and Evaluation: The Testimony of the CRESST National Faculty.
Herman, Joan L., Ed. – 1989
At the 1989 meeting of the National Faculty of the Center for Research on Evaluation, Standards, and Student Testing (CRESST), faculty members were invited to present testimony on what they viewed as the most pressing research and policy issues in the fields of testing, evaluation, and standards. These views are expressed in this document,…
Descriptors: Academic Standards, Accountability, Agenda Setting, Alternative Assessment
