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Dick, Walter – Performance and Instruction, 1986
Addresses the four questions raised by Yelon about use of pretests with instruction--should I pretest; on what should I pretest; how should I pretest; how should I adjust to results--and answers them from the perspective of instructional designers conducting formative evaluations to improve quality of instruction under development. (MBR)
Descriptors: Formative Evaluation, Instructional Design, Material Development, Motivation
Collins, Michael A. J. – Collegiate Microcomputer, 1986
Ten different methods of using computer administered tests in college level biology are described: evaluation (or posttest), student self-evaluation, student self-remediation, class remediation, individual student remediation, pretesting, identification of problem areas, immediate feedback, group testing, and remote site testing. (Author/MBR)
Descriptors: Biology, Computer Assisted Testing, Computer Software, Higher Education
Sternberg, Robert J. – Learning, 1989
Standardized tests which measure a narrow span of intelligence unfairly penalize students whose strengths don't fall within that range. Three kinds of intelligence (analytical, creative, practical) are discussed. Sternberg's Triarchic Abilities Test, currently being test-piloted, assesses all three aspects of intelligence in contrast to current…
Descriptors: Accountability, Cognitive Processes, Creativity, Elementary Secondary Education
Peer reviewed Peer reviewed
Caldwell, JoAnne – Reading Teacher, 1985
Indicates that the format and use of the informal reading inventory need to be modified in order to address recent research findings of schema theory, text analysis, and metacognition. (FL)
Descriptors: Informal Reading Inventories, Metacognition, Prior Learning, Reading Comprehension
Peer reviewed Peer reviewed
Stanislaw, Harold – Simulation and Games, 1986
Provides a framework for understanding the concept of validity and how it applies to simulation research. Extant tests of validity are discussed in terms of this framework, and a general schema for testing validity is proposed. (MBR)
Descriptors: Classification, Computer Simulation, Computer Software, Definitions
Peer reviewed Peer reviewed
Onore, Cynthia S. – Journal of Reading, 1986
Reviews the Stanford Writing Assessment Program that has three intended uses: district-wide survey of students' writing ability, diagnosis of classroom or district-wide instructional strengths and weaknesses, and staff development through training for administering and scoring of writing samples. Notes that of these uses, none is necessarily best…
Descriptors: Educational Assessment, Educational Diagnosis, Evaluation Methods, Staff Development
Hogan, Thomas P. – 1986
This paper presents future interactions between curriculum and test content, particularly standardized achievement test content. Three topics are discussed in question-answer form. (1) Will standardized testing dictate the curriculum in the future? An analysis of major curriculum change indicates two changes in the past 25 years: a revolution…
Descriptors: Basic Skills, Course Content, Curriculum, Educational Trends
Bunch, Michael B. – 1982
Research evidence relating to the utility of the RMC evaluation models of compensatory education employing non-normed tests is examined. The history and evolution of five early models into the current norm-referenced model utilizing a non-normed test (Model A2), non-normed versions of a comparison model (Model B2), and the regression model (Model…
Descriptors: Compensatory Education, Correlation, Criterion Referenced Tests, Elementary Secondary Education
Peer reviewed Peer reviewed
Knight, Deborah Forsyth – Journal of Reading, 1985
Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)
Descriptors: Academic Achievement, Educational Objectives, Language Arts, Mathematics Instruction
Peer reviewed Peer reviewed
Kibby, Michael W. – Journal of Reading, 1986
Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)
Descriptors: Academic Achievement, Achievement Tests, Cognitive Development, Elementary Secondary Education
Sloan, Kris – 2000
Data from the Texas Assessment of Academic Skills (TAAS) were used to explore how learning environments within bilingual classes where students perform very well on the Spanish version of the TAAS are shaped by forces surrounding the TAAS and how this shaping process affects teachers. Four elementary schools were selected based on the high…
Descriptors: Bilingual Education, Elementary Education, Elementary School Students, High Stakes Tests
Nurss, Joanne R. – 1989
Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive;…
Descriptors: Adult Basic Education, Adult Literacy, Adult Students, Educational Testing