Data comparison problems are used in teaching and science education research that focuses on students' ability to compare datasets and their conceptual understanding of measurement uncertainties. However, the evaluation of students' decisions in these problems can pose a problem: e.g., students making a correct decision for the wrong reasons.…

In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary…

English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…

Real-life, complex problems often require that decisions are made despite limited information or insufficient time to explore all relevant aspects. Incorporating authentic uncertainties into an assessment, however, poses problems in establishing results and analysing their methodological qualities. This study aims at developing a test on clinical…

For too long, performance measurement systems in education have failed to document and recognize real differences among educators. But a recent national push to use performance evaluations for critical personnel decisions has highlighted the shortcomings of the current systems and increased the urgency to dramatically improve them. As state and…

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…

A decision model designed to determine the reliability and validity of criterion referenced measures (CRMs) is presented. General procedures which pertain to the model are discussed as to: Measures of relationship, Reliability, Validity (content, criterion-oriented, and construct validation), and Item Analysis. The decision model is presented in…

Based on the results of research studies to date, a few revisions in current evaluation procedures of music students could help improve procedures that are commonly acknowledged to be inefficient for selecting students for performing groups, for awards or scholarships, or for school admissions and placement. Gives five suggestions for improving…

Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students' needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures…

Symposium topics and speakers include "Choosing Needs for Needs Assessment" (Stephen P. Klein); "Selecting Tests to Assess the Needs" (Ralph Hoepfner); "Making Better Decisions on Assessed Needs: Differentiated School Norms" (Paul A. Bradley and Dale Woolley); and "Allocating Resources by Subject Area"…

Most seasoned test developers recognize the importance of thoughtful decision making when constructing a test. Unfortunately, many classroom achievement tests are created by novice test developed who have not received sufficient instruction in item writing (G. Gulliksen, 1986; R. J. Stiggins, 1991). The result is often a test that is poorly…

Increased demands for colleges and universities to engage in outcomes assessment for accountability purposes have accelerated the need to bridge the gap between higher education practice and the fields of measurement, assessment, and evaluation. The "Handbook on Measurement, Assessment, and Evaluation in Higher Education" provides higher…

In this paper, several models for the psychometric nature of criterion-referenced tests are presented and results derived with implications for test construction, reliability and validity measures, and educational decision making. Both dichotomous and continuous underlying abilities to perform are considered. Illustrative data fitting both cases…

Based on the evaluation of 24 faculty development programs in the United States and other scholarly activities, the benefits of systematic planning and evaluation of faculty development programs are considered. In addition, a set of field tested instruments for planning and evaluation and case studies of institutional programs are presented, and…