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Validating Inferences from National Assessment of Educational Progress Achievement-Level Reporting.
Peer reviewed Peer reviewed
Linn, Robert L. – Applied Measurement in Education, 1998
The validity of interpretations of National Assessment of Educational Progress (NAEP) achievement levels is evaluated by focusing on evidence regarding three types of discrepancies: (1) between standards; (2) among descriptions of achievement levels; and (3) between assessments and content standards. All of these discrepancies raise serious…
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, National Surveys
Has Item Response Theory Increased the Validity of Achievement Test Scores?
Peer reviewed Peer reviewed
Linn, Robert L. – Applied Measurement in Education, 1990
The contribution of item response theory to the validity of interpretations of achievement test results is reviewed in the context of four applications. The applications include construction of scales for achievement tests, test construction, development of customized tests, and investigation of the influence of instruction on achievement tests.…
Descriptors: Achievement Tests, Elementary Secondary Education, Instructional Effectiveness, Item Response Theory
Interview Procedures for Validating Science Assessments.
Peer reviewed Peer reviewed
Hamilton, Laura S.; And Others – Applied Measurement in Education, 1997
The usefulness of small-scale interview studies to explore the validity of science achievement tests in several formats was studied with 141 high school students and 49 fifth and sixth graders. Results, which provided evidence of test validity, also support the use of small-scale qualitative interviews in test validation. (SLD)
Descriptors: Achievement Tests, Elementary School Students, Elementary Secondary Education, Grade 5
Reliability of Credentialing Examinations and the Impact of Scoring Models and Standard-Setting Policies.
Peer reviewed Peer reviewed
Hambleton, Ronald K.; Slater, Sharon C. – Applied Measurement in Education, 1997
A brief history of developments in the assessment of the reliability of credentialing examinations is presented, and some new results are outlined that highlight the interactions among scoring, standard setting, and the reliability and validity of pass-fail decisions. Decision consistency is an important concept in evaluating credentialing…
Descriptors: Certification, Credentials, Decision Making, Interaction
Critical Problems in Computer-Based Psychological Measurement.
Peer reviewed Peer reviewed
Green, Bert F. – Applied Measurement in Education, 1988
Emerging areas and critical problems related to computer-based testing are identified. Topics covered include adaptive testing; calibration; item selection; multidimensional items; uses of information processing theory; relation to cognitive psychology; and tests of short-term and spatial memory, perceptual speed and accuracy, and movement…
Descriptors: Cognitive Tests, Computer Assisted Testing, Content Validity, Information Processing
Quality Control in the Development and Use of Performance Assessments.
Peer reviewed Peer reviewed
Dunbar, Stephen B.; And Others – Applied Measurement in Education, 1991
Issues pertaining to the quality of performance assessments, including reliability and validity, are discussed. The relatively limited generalizability of performance across tasks is indicative of the care needed to evaluate performance assessments. Quality control is an empirical matter when measurement is intended to inform public policy. (SLD)
Descriptors: Educational Assessment, Generalization, Interrater Reliability, Measurement Techniques