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Betebenner, D. – Educational Measurement: Issues and Practice, 2009
Annual student achievement data derived from state assessment programs have led to widespread enthusiasm for statistical models suitable for longitudinal analysis. The current policy environment's adherence to high stakes accountability vis-a-vis No Child Left Behind (NCLB)'s universal proficiency mandate has fostered an impoverished view of what…
Descriptors: Academic Achievement, Longitudinal Studies, Models, Student Improvement
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Polikoff, Morgan S. – Educational Measurement: Issues and Practice, 2010
Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the…
Descriptors: Federal Legislation, Psychometrics, Accountability, Teaching Methods
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Yen, Wendy M.; And Others – Educational Measurement: Issues and Practice, 1987
This paper discusses how to maintain the integrity of national nomative information for achievement tests when the test that is administered has been customized to satisfy local needs and is not a test that has been nationally normed. Alternative procedures for item selection and calibration are examined. (Author/LMO)
Descriptors: Achievement Tests, Elementary Secondary Education, Goodness of Fit, Item Analysis
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Jolly, S. Jean; Gramenz, Gary W. – Educational Measurement: Issues and Practice, 1984
A norm-referenced achievement test, in combination with supplementary items, can be used to produce norm-referenced data as well as objective-referenced data. The experiences of the Palm Beach County (Florida) school district in developing and using such a test are described. (EGS)
Descriptors: Achievement Tests, Criterion Referenced Tests, Elementary Secondary Education, Item Analysis