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| Journal of Educational… | 2 |
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| Tallmadge, G. Kasten | 7 |
| Horst, Donald P. | 4 |
| Wood, Christine T. | 1 |
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| Reports - Research | 4 |
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
| Guides - General | 1 |
| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
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| Elementary and Secondary… | 2 |
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Peer reviewedTallmadge, G. Kasten – Journal of Educational Measurement, 1985
Support for the validity of the equipercentile assumption is presented in contrast with the conclusion of Powers, Slaughter, and Helmick (EJ 289 091). Observed "gains" from pre- to posttests are better attributed to stakeholder bias, posttests that match curriculum content too closely, or a combination of these factors. (Author/DWH)
Descriptors: Data Interpretation, Evaluation Methods, Norm Referenced Tests, Predictive Measurement
Download full textTallmadge, G. Kasten; Horst, Donald P. – 1974
The orientation of this report is that of identifying educational projects which can be considered truly exemplary. The bulk of the report consists of a 23-step procedure for validating the effectiveness of educational programs using existing evaluation data. It is not intended as a guide for conducting evaluations but rather for interpreting data…
Descriptors: Academic Achievement, Criterion Referenced Tests, Educational Programs, Evaluation
Peer reviewedTallmadge, G. Kasten – Journal of Educational Measurement, 1982
In assessing the validity of a norm-referenced model used in evaluating large-scale federal educational programs for disadvantaged children, gain estimates were shown as approximately equal with randomized control group model estimates compared by retrospective analyses of two databases. (Author/CM)
Descriptors: Comparative Analysis, Educational Assessment, Elementary Secondary Education, Federal Programs
PDF pending restorationTallmadge, G. Kasten; Wood, Christine T. – 1976
This guidebook concentrates primarily on describing the impact-assessment component of the Elementary and Secondary Education Act (ESEA) Title I evaluation and reporting system for users of the system. Three general evaluation models are presented, along with implementation information for each. The first model, a norm-referenced design, may be…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
Tallmadge, G. Kasten; Horst, Donald P. – 1974
The orientation of this report is that of identifying educational projects which can be considered truly exemplary. The bulk of the report consists of a 23-step procedure for validating the effectiveness of educational programs using existing evaluation data. It is not intended as a guide for conducting evaluations but rather for interpreting data…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Criterion Referenced Tests
Tallmadge, G. Kasten; Horst, Donald P. – 1978
In this discussion of the use of achievement tests in evaluating Title I programs, matching content between test and curriculum is the main theme. The point is made that unless a test measures what is taught, it cannot be sensitive to whatever gains the instruction produces. Thus, if different instructional treatments have different objectives, it…
Descriptors: Achievement Tests, Comparative Analysis, Compensatory Education, Content Analysis
Horst, Donald P.; Tallmadge, G. Kasten – 1976
The orientation of this report is that of identifying educational projects which can be considered clearly exemplary. The largest section consists of a 22-step procedure for validating the effectiveness of educational projects using existing evaluation data. It is not intended as a guide for conducting evaluations but rather for interpreting data…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Control Groups
