NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Are Multiple Measures Meaningful?: Lessons from a Statewide Performance Assessment.
Peer reviewed Peer reviewed
Goldberg, Gail Lynn; Roswell, Barbara Sherr – Applied Measurement in Education, 2001
To determine the factors that contribute to or compromise the effectiveness of multiscored items, this study combined analysis of statewide score data from the 1996 Maryland School Performance Assessment Program tests with systematic analyses of 60 activities providing measures of writing, language usage, or both, and one or more content areas.…
Descriptors: Performance Based Assessment, Scores, State Programs, Testing Programs
Examining the Costs of Performance Assessment.
Peer reviewed Peer reviewed
Hardy, Roy A. – Applied Measurement in Education, 1995
Cost factors associated with the development, administration, and scoring of performance assessment tasks are examined in the context of a statewide or other large-scale assessment program. Resources of money, time, and expertise are discussed. (SLD)
Descriptors: Cost Estimates, Costs, Educational Assessment, Estimation (Mathematics)
The Reliability of Mathematics Portfolio Scores: Lessons from the Vermont Experience.
Peer reviewed Peer reviewed
Klein, Stephen P.; And Others – Applied Measurement in Education, 1995
Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics. Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD)
Descriptors: Educational Assessment, Elementary Secondary Education, Mathematics Tests, Performance Based Assessment
Generalizability of Large-Scale Performance Assessments in Science: Promises and Problems.
Peer reviewed Peer reviewed
Gao, Xiaohong; And Others – Applied Measurement in Education, 1994
This study provides empirical evidence about the sampling variability and generalizability (reliability) of a statewide performance assessment for grade six. Results for 600 students at individual and school levels indicate that task-sampling variability was the major source of measurement error. Rater-sampling variability was negligible. (SLD)
Descriptors: Achievement Tests, Educational Assessment, Elementary School Students, Error of Measurement