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Showing 1 to 15 of 81 results Save | Export
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Meijer, Hajo; Hoekstra, Rink; Brouwer, Jasperina; Strijbos, Jan-Willem – Assessment & Evaluation in Higher Education, 2020
Over the past two decades, curricula in higher education have increasingly incorporated collaborative learning. However, due to (a) large variations in students' domain-specific abilities (e.g. knowledge and/or skills) and the effort they invest into the collaboration and (b) teachers' limited knowledge about how to assess collaborative learning,…
Descriptors: Cooperative Learning, Assessment Literacy, Evaluation Methods, Reflection
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Berliner, David C. – Education Policy Analysis Archives, 2018
The Scylla and Charybdis in this discussion of teacher evaluation are standardized achievement test data on the one hand, and classroom observational systems on the other. These are the two most common methods used to judge teachers' competency. Both have serious flaws: the former primarily with validity, the latter primarily with reliability. At…
Descriptors: Teacher Evaluation, Evaluation Problems, Standardized Tests, Achievement Tests
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Brown, Nathaniel J.; Afflerbach, Peter P.; Croninger, Robert G. – Educational Psychology Review, 2014
National policy and standards documents, including the National Assessment of Educational Progress frameworks, the "Common Core State Standards" and the "Next Generation Science Standards," assert the need to assess critical-analytic thinking (CAT) across subject areas. However, assessment of CAT poses several challenges for…
Descriptors: Critical Thinking, Thinking Skills, National Standards, National Competency Tests
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Brown, Anna; Maydeu-Olivares, Alberto – Psychological Methods, 2013
In multidimensional forced-choice (MFC) questionnaires, items measuring different attributes are presented in blocks, and participants have to rank order the items within each block (fully or partially). Such comparative formats can reduce the impact of numerous response biases often affecting single-stimulus items (aka rating or Likert scales).…
Descriptors: Test Validity, Item Response Theory, Scoring, Questionnaires
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Ercikan, Kadriye; Oliveri, María Elena – Applied Measurement in Education, 2016
Assessing complex constructs such as those discussed under the umbrella of 21st century constructs highlights the need for a principled assessment design and validation approach. In our discussion, we made a case for three considerations: (a) taking construct complexity into account across various stages of assessment development such as the…
Descriptors: Evaluation Methods, Test Construction, Design, Scaling
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Farid, Alem – Electronic Journal of e-Learning, 2014
Although there are tools to assess student's readiness in an "online learning context," little is known about the "psychometric" properties of the tools used or not. A systematic review of 5107 published and unpublished papers identified in a literature search on student online readiness assessment tools between 1990 and…
Descriptors: Online Courses, Electronic Learning, Learning Readiness, Psychometrics
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Johnson, Martin; Nadas, Rita – Educational Research and Evaluation, 2012
Comparability between different educational qualifications is an important issue within policy discourse in the UK. In this context, the comparability of qualification demands has been explored through the use of expert human judgement. The involvement of human judgement in estimating assessment demands has consequences for methodology. This…
Descriptors: Educational Assessment, Evaluation Methods, Comparative Analysis, Research Methodology
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Lam, Hazel Mei Yung – Early Child Development and Care, 2011
Literature reveals that there are very few validated motor proficiency tests for young children. According to Gallahue and Ozmun, the Bruininks-Oseretsky Test of Motor Proficiency is a valid test. However, manipulative skills, which are classified as gross motor skills by most motor development specialists, are only tested in the Upper Limb…
Descriptors: Construct Validity, Validity, Preschool Children, Achievement Tests
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Lam, Tony Chiu Ming; Kolomitro, Klodiana; Alamparambil, Flanny C. – Journal of MultiDisciplinary Evaluation, 2011
Background: Empathy is an individual's capacity to understand the behavior of others, to experience their feelings, and to express that understanding to them. Empathic ability is an asset professionally for individuals, such as teachers, physicians and social workers, who work with people. Being empathetic is also critical to our being able to…
Descriptors: Empathy, Training Methods, Evaluation Methods, Instructional Effectiveness
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Williams, Rihana Shiri; Ari, Omer; Santamaria, Carmen Nicole – Journal of Research in Reading, 2011
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post-secondary students (e.g. struggling and non-struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open-ended) was compared in order to identify the test format that contributes greater…
Descriptors: Evidence, Cloze Procedure, Reading Comprehension, Investigations
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Liu, Xiufeng; Waight, Noemi; Gregorius, Roberto; Smith, Erica; Park, Mihwa – Journal of Computers in Mathematics and Science Teaching, 2012
This paper reports a feasibility study on developing computer model-based assessments of chemical reasoning at the high school level. Computer models are flash and NetLogo environments to make simultaneously available three domains in chemistry: macroscopic, submicroscopic, and symbolic. Students interact with computer models to answer assessment…
Descriptors: Validity, Chemistry, Units of Study, Construct Validity
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Lee, Hee-Sun; Liu, Ou Lydia; Linn, Marcia C. – Applied Measurement in Education, 2011
This study explores measurement of a construct called knowledge integration in science using multiple-choice and explanation items. We use construct and instructional validity evidence to examine the role multiple-choice and explanation items plays in measuring students' knowledge integration ability. For construct validity, we analyze item…
Descriptors: Knowledge Level, Construct Validity, Validity, Scaffolding (Teaching Technique)
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Caballero, Catherine Lissette; Walker, Arlene – Journal of Teaching and Learning for Graduate Employability, 2010
Graduate recruitment and selection differs from other contexts in that graduate applicants generally lack job-related experience. Recent research has highlighted that employers are placing increasing value on graduates being work ready. Work readiness is believed to be indicative of graduate potential in terms of long term job performance and…
Descriptors: College Graduates, Career Readiness, Employment Potential, Personnel Selection
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Nyhus, Erika; Barcelo, Francisco – Brain and Cognition, 2009
For over four decades the Wisconsin Card Sorting Test (WCST) has been one of the most distinctive tests of prefrontal function. Clinical research and recent brain imaging have brought into question the validity and specificity of this test as a marker of frontal dysfunction. Clinical studies with neurological patients have confirmed that, in its…
Descriptors: Research Design, Construct Validity, Validity, Neurology
Kaplan, David; Turner, Alyn – OECD Publishing (NJ1), 2012
The OECD Program for International Student Assessment (PISA) and the OECD Teaching and Learning International Survey (TALIS) constitute two of the largest ongoing international student and teacher surveys presently underway. Data generated from these surveys offer researchers and policy-makers opportunities to identify particular educational…
Descriptors: Outcomes of Education, Teacher Surveys, Policy Analysis, Educational Change
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