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Download full textFerrara, Angela M.; Lin, Van-Kim; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2017
The 2016-2017 academic year marks the second year of statewide implementation of the North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (FAPKEA). The assessment, developed and implemented by the Office of Early Learning (OEL) at the North Carolina Department of Public Instruction, is a comprehensive formative assessment…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Direct linkRix, Samantha – Journal on English Language Teaching, 2012
This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these…
Descriptors: Construct Validity, Formative Evaluation, Scores, Tests
Goldstein, Jessica; Behuniak, Peter – Assessment for Effective Intervention, 2011
State-level testing programs continue to grow, and the challenge of validation does not wane. Although more than a decade has passed since the 1999 Joint Standards for Educational and Psychological Testing set out a call for the organization of validity evidence into validity arguments, practical examples of such arguments are not readily…
Descriptors: Testing Programs, State Programs, Alternative Assessment, Test Validity
Troy, Talbot – Wake County Public School System, 2011
A comprehensive assessment system is one in which three types of assessments: summative, benchmark, and formative assessments are routinely administered to all students in K-12 classrooms. The first part of this report summarizes the research on comprehensive assessment systems and provides clarity in terms of how each individual assessment type…
Descriptors: Program Implementation, Comprehensive Programs, Testing Programs, Summative Evaluation
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
In this technical report, we document the results of a cross-validation study designed to identify optimal cut-scores for the use of the easyCBM[R] mathematics test in the state of Washington. A large sample, randomly split into two groups of roughly equal size, was used for this study. Students' performance classification on the Washington state…
Descriptors: Testing Programs, Mathematics Tests, Prediction, Measurement Techniques
Park, Bitnara Jasmine; Irvin, P. Shawn; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2011
This technical report presents results from a cross-validation study designed to identify optimal cut scores when using easyCBM[R] reading tests in Oregon. The cross-validation study analyzes data from the 2009-2010 academic year for easyCBM[R] reading measures. A sample of approximately 2,000 students per grade, randomly split into two groups of…
Descriptors: Testing Programs, Reading Tests, Prediction, Measurement Techniques
Peer reviewedConner, Katherine; And Others – Educational Leadership, 1985
Describes the Philadelphia Public Schools' formative testing program, used to diagnose students' difficulties under mastery learning, especially in mathematics. Discusses in turn the classroom, school, and district aspects of the program and summarizes the program's essential features. A full-page chart outlining aids and hindrances to formative…
Descriptors: Educational Diagnosis, Elementary Education, Formative Evaluation, Mastery Learning
Redfield, Doris L.; And Others – 1989
A model is presented for including student outcome measures on teacher evaluation systems when there are needs for both formative and summative evaluation data. The experiences of Kentucky and Georgia provided bases for the development of the dual purpose assessment model. Pilot tests in Kentucky and Georgia were specific to the top-down…
Descriptors: Academic Achievement, Accountability, Educational Assessment, Educational Improvement
Herman, Joan L. – 1982
A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…
Descriptors: Criterion Referenced Tests, Cutting Scores, Evaluation Criteria, Formative Evaluation
Conley, David T. – 1997
The development and use of Oregon's Proficiency-Based Admission Standards System (PASS) are described and results of some evaluations of the PASS system are presented. PASS is to be used for college entry in Oregon and is designed to promote the seamlessness of high school and college education by guaranteeing that students would have the…
Descriptors: Academic Achievement, Admission Criteria, College Admission, College Bound Students
Busch, John Christian; Jaeger, Richard M. – 1989
The role of expert judges in establishing the content validity of the National Teacher Examinations (NTE) was examined in a detailed study. The NTE are used in 22 states for screening applicants to teacher education programs and/or for screening candidates for initial teacher certification. Such extensive use of the NTE has stimulated 35 recent…
Descriptors: College Entrance Examinations, Content Validity, Data Collection, Evaluators
Haertel, Edward H.; Herman, Joan L. – Yearbook of the National Society for the Study of Education, 2005
In this article, the authors describe various rationales for accountability testing programs over the past century. This history forms the backdrop for current test-driven reforms, including Public Law 107-110, the No Child Left Behind Act of 2001 (NCLB), which was signed into law in January 2002. The goals of the authors are first, to illustrate…
Descriptors: Test Use, Testing Programs, Federal Legislation, Testing
