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Cresswell, John; Schwantner, Ursula; Waters, Charlotte – OECD Publishing, 2015
This report reviews the major international and regional large-scale educational assessments, including international surveys, school-based surveys and household-based surveys. The report compares and contrasts the cognitive and contextual data collection instruments and implementation methods used by the different assessments in order to identify…
Descriptors: International Assessment, Educational Assessment, Data Collection, Comparative Analysis
Troy, Talbot – Wake County Public School System, 2011
A comprehensive assessment system is one in which three types of assessments: summative, benchmark, and formative assessments are routinely administered to all students in K-12 classrooms. The first part of this report summarizes the research on comprehensive assessment systems and provides clarity in terms of how each individual assessment type…
Descriptors: Program Implementation, Comprehensive Programs, Testing Programs, Summative Evaluation
Chen, Hanwei; Cui, Zhongmin; Zhu, Rongchun; Gao, Xiaohong – ACT, Inc., 2010
The most critical feature of a common-item nonequivalent groups equating design is that the average score difference between the new and old groups can be accurately decomposed into a group ability difference and a form difficulty difference. Two widely used observed-score linear equating methods, the Tucker and the Levine observed-score methods,…
Descriptors: Equated Scores, Groups, Ability Grouping, Difficulty Level
Wyse, Adam E.; Mapuranga, Raymond – International Journal of Testing, 2009
Differential item functioning (DIF) analysis is a statistical technique used for ensuring the equity and fairness of educational assessments. This study formulates a new DIF analysis method using the information similarity index (ISI). ISI compares item information functions when data fits the Rasch model. Through simulations and an international…
Descriptors: Test Bias, Evaluation Methods, Test Items, Educational Assessment
Russell, Michael; Kavanaugh, Maureen; Masters, Jessica; Higgins, Jennifer; Hoffmann, Thomas – Journal of Applied Testing Technology, 2009
Many students who are deaf or hard-of-hearing are eligible for a signing accommodation for state and other standardized tests. The signing accommodation, however, presents several challenges for testing programs that attempt to administer tests under standardized conditions. One potential solution for many of these challenges is the use of…
Descriptors: Testing Programs, Student Attitudes, Standardized Tests, Academic Achievement
Daniel, Mark – 1983
The correlations of each of the 22 tests in the Johnson O'Connor Research Foundation battery with all other tests in the battery are listed. Four fairly large samples are used, each including cases of one sex and a narrow age range. These cases come from a file of 3,555 examinees tested between June 1981 and the fall of 1982. The purpose of…
Descriptors: Adults, Age Differences, Aptitude Tests, Comparative Analysis
Buckendahl, Chad W.; Impara, James C.; Plake, Barbara S. – 2000
Because districts in Nebraska are not measured on common instruments, comparisons are difficult. This study examined a district evaluation strategy that classifies districts into school performance ratings (SPR) based on a combination of three factors. Student performance and non-cognitive indicator data for three grade levels and two content…
Descriptors: Accountability, Classification, Comparative Analysis, Elementary Secondary Education
Schools Council, London (England). – 1967
Attainment tests in English and mathematics were administered to a total sample of 2,011/15-year old students. The English test consisted of a composition and a test battery of objective items. Marking of the composition was made by the test designer on a rapid first-impression reading. The objective test battery consisted of a comprehension test,…
Descriptors: Comparative Analysis, Educational Research, English, Evaluation Methods
Erickson, Varick; Ho, Andrew; Holtzman, Deborah; Jaciw, Andrew; Lukoff, Brian; Shen, Xuejun; Wei, Xin; Haertel, Edward – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2007
When a state test and National Assessment of Educational Progress (NAEP) are both measuring the same construct, the achievement gaps between subgroups on both tests should be the same. However, if a teacher or school engages in "teaching to the test" then student performance may improve on one test but not on another. We hypothesized that…
Descriptors: Academic Achievement, National Competency Tests, White Students, African American Students
WOLFE, WILLIAM G.; AND OTHERS – 1959
AUDIOMETRIC AND VISUAL PROCEDURES WERE COMPARED ANALYTICALLY AND/OR DESIGNED TO ESTABLISH TEST METHODS FOR TRAINABLE MENTAL RETARDATES IN THE IQ RANGE OF 23-47 AND BELOW THE MENTAL AGE OF 4 YEARS. THE NUMBER OF SUBJECTS WAS 26 FOR THE AUDITORY PROGRAM AND 25 FOR THE VISUAL. EACH OF THE SUBJECTS WAS STUDIED ON AN INDIVIDUAL BASIS. DATA WERE…
Descriptors: Auditory Perception, Auditory Tests, Comparative Analysis, Developmental Tasks
San Diego City Schools, CA. Planning, Research and Evaluation Div. – 1985
To assess attainment of basic skills, the San Diego Board of Education mandates that all students in regular programs at grades 5, 7, 9 and 11 be tested by the Districtwide Testing Program. This evaluation report presents the academic achievement of Grade 11 (Fall 1984) students in comparison with (1) a national norm group and (2) previous years…
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Evaluation Methods
FRIEDMAN, MYLES I.
IN PHASE I (OF THREE) OF A RESEARCH PROJECT, 475 SOUTHERN DISADVANTAGED CHILDREN (RANGING IN AGE FROM 3 TO 6) WERE TESTED IN AN INVESTIGATION INTO THE DESCRIPTION, DEVELOPMENT, AND SEQUENCING OF COGNITIVE ABILITIES DESIGNED TO YIELD INFORMATION ON CHILDREN'S LEARNING WITH IMPLICATIONS FOR TEACHING AND CURRICULUMS. COGNITIVE TASKS WERE SELECTED…
Descriptors: Cognitive Ability, Cognitive Development, Cognitive Measurement, Cognitive Processes

McEwen, Nelly – Educational Researcher, 1992
Identifies important criteria for assessing the quality of educational research and applies these 20 identified criteria to 2 recent international comparative studies in education, the Second International Science Study and the first International Assessment of Educational Progress. The major types of criteria are utility, propriety, and accuracy.…
Descriptors: Comparative Analysis, Cross Cultural Studies, Educational Assessment, Educational Research
Hathaway, Walter E. – 1975
The Portland Board of Education had requested that the Oregon Central Evaluation Department provide student achievement data so as to allow comparisons with other school districts by reporting national grade level equivalent (GLE) scores on standardized tests of reading and mathematics for grades 4 and 8. For years, the position of most research…
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Educational Assessment
Koffler, Stephen L. – 1984
This research examined the results from direct and indirect writing assessments to determine the most effective method of discrimination. The New Jersey State Department of Education developed a test for ninth-grade students which was designed to measure the ability to apply writing mechanics to written text and to communicate effectively in…
Descriptors: Comparative Analysis, Essay Tests, Evaluation Methods, Graduation Requirements
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