Descriptor
| Educational Change | 2 |
| Models | 2 |
| Test Construction | 2 |
| Achievement Tests | 1 |
| Affective Behavior | 1 |
| Classification | 1 |
| Classroom Research | 1 |
| Cognitive Processes | 1 |
| Constructivism (Learning) | 1 |
| Context Effect | 1 |
| Criteria | 1 |
| More ▼ | |
Source
| Educational Measurement:… | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
| Speeches/Meeting Papers | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedNitko, Anthony J. – Educational Measurement: Issues and Practice, 1995
If curriculum is to be the basis for assessment reform, assessment specialists must model the process for producing valid assessment products. Validity criteria should guide any model for the assessment development process. However, curriculum-based assessment systems should not be confused with standards-driven assessment systems. (SLD)
Descriptors: Criteria, Curriculum Based Assessment, Educational Change, Evaluation Methods
Assessment Theory and Research for Classrooms: From "Taxonomies" to Constructing Meaning in Context.
Peer reviewedTittle, Carol Kehr; And Others – Educational Measurement: Issues and Practice, 1993
Major changes in educational and psychological theories that have come about since the cognitive and affective taxonomies of educational objectives were published in 1956 and 1964 are traced. The changes emphasize the need to understand thinking in the context of students' beliefs and self-directed cognitions. (SLD)
Descriptors: Achievement Tests, Affective Behavior, Classification, Classroom Research
