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Kroc, Edward; Olvera Astivia, Oscar L. – Educational and Psychological Measurement, 2022
Setting cutoff scores is one of the most common practices when using scales to aid in classification purposes. This process is usually done univariately where each optimal cutoff value is decided sequentially, subscale by subscale. While it is widely known that this process necessarily reduces the probability of "passing" such a test,…
Descriptors: Multivariate Analysis, Cutting Scores, Classification, Measurement
Feldman, Jo – Educational Leadership, 2018
Have teachers become too dependent on points? This article explores educators' dependency on their points systems, and the ways that points can distract teachers from really analyzing students' capabilities and achievements. Feldman argues that using a more subjective grading system can help illuminate crucial information about students and what…
Descriptors: Grading, Evaluation Methods, Evaluation Criteria, Achievement Rating
Guskey, Thomas R.; Jung, Lee Ann – Educational Leadership, 2016
Many educators consider grades calculated from statistical algorithms more accurate, objective, and reliable than grades they calculate themselves. But in this research, the authors first asked teachers to use their professional judgment to choose a summary grade for hypothetical students. When the researchers compared the teachers' grade with the…
Descriptors: Grading, Computer Assisted Testing, Interrater Reliability, Grades (Scholastic)
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Runco, Mark A.; Acar, Selcuk – Creativity Research Journal, 2012
Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a…
Descriptors: Creativity, Creative Activities, Creative Thinking, Test Validity
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Raju, Nambury S. – Educational and Psychological Measurement, 1982
Rajaratnam, Cronbach and Gleser's generalizability formula for stratified-parallel tests and Raju's coefficient beta are generalized to estimate the reliability of a composite of criterion-referenced tests, where the parts have different cutting scores. (Author/GK)
Descriptors: Criterion Referenced Tests, Cutting Scores, Mathematical Formulas, Scoring Formulas
Yen, Wendy M. – 1982
Test scores that are not perfectly reliable cannot be strictly equated unless they are strictly parallel. This fact implies that tau equivalence can be lost if an equipercentile equating is applied to observed scores that are not strictly parallel. Thirty-six simulated data sets are produced to simulate equating tests with different difficulties…
Descriptors: Difficulty Level, Equated Scores, Latent Trait Theory, Methods
Niemi, David; Wang, Jia; Wang, Haiwen; Vallone, Julia; Griffin, Noelle – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
There are usually many testing activities going on in a school, with different tests serving different purposes, thus organization and planning are key in creating an efficient system in assessing the most important educational objectives. In the ideal case, an assessment system will be able to inform on student learning, instruction and…
Descriptors: School Administration, Educational Objectives, Administration, Public Schools
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Zughoul, Muhammad R.; Kambal, M. Osman – International Review of Applied Linguistics in Language Teaching, 1983
Based on the responses of 50 ESL instructors to a composition-scoring exercise, a detailed method of scoring compositions was developed that divides the writing into basic components (structure, content, vocabulary, organization, and mechanics) and provides a scoring mechanism for each component for each of three competency levels. (MSE)
Descriptors: English (Second Language), Evaluation Criteria, Evaluation Methods, Measurement Techniques
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Burton, Richard F. – Assessment & Evaluation in Higher Education, 2004
The standard error of measurement usefully provides confidence limits for scores in a given test, but is it possible to quantify the reliability of a test with just a single number that allows comparison of tests of different format? Reliability coefficients do not do this, being dependent on the spread of examinee attainment. Better in this…
Descriptors: Multiple Choice Tests, Error of Measurement, Test Reliability, Test Items
Albanese, Mark A. – 1985
This study reexamines results reported by Angoff and Schrader regarding formula directions and rights directions for standardized tests. In that study, it was concluded that the two scoring directions were essentially equivalent. In this study, methodological concerns are discussed and additional data analyses undertaken. Among various…
Descriptors: College Entrance Examinations, Data Interpretation, Fatigue (Biology), Guessing (Tests)