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Download full textLord, Frederic M. – 1972
An elementary survey of item characteristic curve theory, centered around the problems of individualized (tailored) testing, is presented. Following the introduction, discussions are provided of the following: Test Theory for Itemized Tests; The Guttman Scale; Item Characteristic Curve Theory; An Alternative Model; Specialization, Application, and…
Descriptors: Achievement Tests, Bulletins, Citations (References), Evaluation Methods
Horst, Donald P.; Fagan, Barbara M. – 1976
Twelve common errors which can invalidate an otherwise sound evaluation are identified, and ways to avoid them are presented. The hazards are: (1) grade-equivalent scores; (2) inappropriate statistical adjustments with nonequivalent control groups; (3) administering norm-referenced tests at inappropriate times of the school year; (4) inappropriate…
Descriptors: Achievement Gains, Achievement Tests, Educational Testing, Elementary Secondary Education
Hubert, John A. – 1978
The Elementary and Secondary Education Act Title I Evaluation and Reporting System is a method for giving a federally funded project in reading or math an overall score on its cognitive effectiveness. This System introduced the Normal Curve Equivalent (NCE) as an aid in aggregating Title I program scores across states and nationwide regardless of…
Descriptors: Achievement Gains, Achievement Tests, Compensatory Education, Control Groups
Faddis, Bonnie J.; And Others – 1979
Ninth grade Elementary Secondary Education Act (ESEA) Title I evaluation results in reading and English-writing projects were compared, using the RMC Model A with local empirical norms, Model A with national interpolated norms, and Model B. The Comprehensive Tests of Basic Skills (CTBS)--Total Reading and Total Language subtests--were administered…
Descriptors: Achievement Tests, Comparative Analysis, Compensatory Education, Control Groups
Gorth, William P.; Wightman, Lawrence E. – 1969
The Comprehensive Achievement Monitoring (CAM) model for project evaluation is compared with the usual classroom testing and pretest-posttest approaches. All three techniques are described and then examined in detail with respect to their advantages and limitations. The resources of project CAM in the areas of urban education and computer software…
Descriptors: Academic Achievement, Achievement Tests, Behavioral Objectives, Comparative Testing
