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Popham, W. James – Phi Delta Kappan, 2014
The tests we use to evaluate student achievement may well be sound measures of what students know, but they are faulty indicators at best of how well they have been taught. A remedy to this this situation of judging teachers by the performance of their students on high-stakes tests may be in hand already. We should look to the methods successfully…
Descriptors: High Stakes Tests, Academic Achievement, Teacher Evaluation, Evaluation Methods
Gill, Brian; Bruch, Julie; Booker, Kevin – Regional Educational Laboratory Mid-Atlantic, 2013
States are increasingly interested in including measures of student achievement growth, or "value-
added," in evaluating teachers. Annual state assessments, however, which are the typical measure of student
growth, usually cover only reading and math teachers and only in grades 4-8. These state assessments thus cannot
…
Descriptors: Teacher Evaluation, Teacher Competencies, Evaluation Methods, Educational Testing
Gill, Brian; Bruch, Julie; Booker, Kevin – Regional Educational Laboratory Mid-Atlantic, 2013
States and school districts are exploring alternatives to state tests for measuring teachers' contributions to student learning. One approach applies statistical value-added methods to alternative student assessments such as commercially available tests and end-of course tests. The evidence suggests that these methods can reliably distinguish…
Descriptors: Teacher Evaluation, Teacher Competencies, Evaluation Methods, Educational Testing
Ahmed, Ayesha; Pollitt, Alastair – Assessment in Education: Principles, Policy & Practice, 2011
At the heart of most assessments lies a set of questions, and those who write them must achieve "two" things. Not only must they ensure that each question elicits the kind of performance that shows how "good" pupils are at the subject, but they must also ensure that each mark scheme gives more marks to those who are…
Descriptors: Academic Achievement, Classification, Educational Quality, Quality Assurance
McCrimmon, Adam W.; Climie, Emma A. – Canadian Journal of School Psychology, 2011
This article reviews the "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), a newly updated individual measure of academic achievement for students in Pre-Kindergarten through Grade 12 (age 4 years, 0 months to 19 years, 11 months). Suitable for use in educational, clinical, and research settings, the stated purposes of the WIAT-III…
Descriptors: Elementary Secondary Education, Educational Testing, Academic Achievement, Test Reviews
Hosp, Michelle K.; Hosp, John L.; Howell, Kenneth W. – Guilford Publications, 2007
This pragmatic, accessible book presents an empirically supported conceptual framework and hands-on instructions for conducting curriculum-based measurement (CBM) in grades K-8. The authors provide everything needed to evaluate student learning in reading, spelling, writing, and math; graph the resulting data; and use this information to make…
Descriptors: Spelling, Curriculum Based Assessment, Elementary Education, Evaluation Methods

Dundas-Grant, Valerie – Comparative Education, 1975
In the face of the deliberations that have been taking place in England for several years now about the merging of two '16+' examinations, the CSE and GCE Ordinary level, author investigated the French system and the examination, the BEPC, taken at 'intermediate' level by 'average' and 'above average' students. (Author/RK)
Descriptors: Academic Achievement, Comparative Education, Comparative Testing, Curriculum Design

Hardie, C. D. – Educational Theory, 1978
A new approach to measurement in education is suggested which affords some hope that the traditional view of examining can be given a better justification. (JD)
Descriptors: Academic Achievement, Educational Testing, Evaluation Methods, Measurement Techniques

Maclin, Janice; And Others – Journal of Experimental Education, 1976
In order to determine whether the success of the Personalized System of Instruction is due to the unit testing procedure or the study questions prior to examinations, this study compares student achievement on course examinations after required unit testing, optional unit testing, and absence of testing. (Author/RK)
Descriptors: Academic Achievement, Educational Research, Educational Testing, Flow Charts

Klinger, Don A.; Rogers, W. Todd – Alberta Journal of Educational Research, 2003
The estimation accuracy of procedures based on classical test score theory and item response theory (generalized partial credit model) were compared for examinations consisting of multiple-choice and extended-response items. Analysis of British Columbia Scholarship Examination results found an error rate of about 10 percent for both methods, with…
Descriptors: Academic Achievement, Educational Testing, Foreign Countries, High Stakes Tests
Savage, David – American School Board Journal, 1984
Higher elementary student scores on standardized tests do not mean educational improvement. Scores can be affected by teaching "to" the test, coaching on test taking, and skewed norms. Test scores have been declining at the secondary level. Included is a discussion of secondary tests. (MD)
Descriptors: Academic Achievement, Educational Testing, Elementary Secondary Education, Scores
Walbesser, Henry H.; Carter, Heather L. – J Res Sci Teaching, 1970
Group and individual forms of a measure were developed to assess the acquisition of behaviors desired as outcomes of instruction in science at the elementary school level. Significant differences between the scores of individuals on the group and individual measures were observed. (LC)
Descriptors: Academic Achievement, Educational Testing, Elementary School Science, Evaluation
Houser, Ronald L.; And Others – 1983
This report describes a procedure that promises to improve the stability, accuracy, and efficiency of the employment of latent trait models and an application of the procedure to the Rasch model. Data were collected from the Portland Public Schools Level Tests administered to 25,740 students. Since each of the 173 items (chosen from the total…
Descriptors: Academic Achievement, Educational Testing, Item Banks, Latent Trait Theory
Leonard, Martin – Times Educational Supplement (London), 1977
Takes a critical look at the Assessment of Performance Unit's proposals for monitoring attainment in mathematics. (Editor)
Descriptors: Academic Achievement, Educational Assessment, Educational Research, Educational Testing
Popham, W. James – American School Board Journal, 2003
Claims that standards-based tests neither measure skills and knowledge accurately nor help educators do a better instructional job. The article offers suggestions in four areas to make the tests contribute to improved instruction: measurement of content standards; descriptions of standards; standard-by-standard reporting; and locally administered…
Descriptors: Academic Achievement, Academic Standards, Cognitive Tests, Educational Testing