Examines the learning opportunities students have related to the democratic purposes of schooling in eighth, ninth, and tenth grade social studies classrooms. Explains five frameworks identified for linking curricular strategies to the preparation of citizens and the rubrics used to code observations in Chicago (Illinois) social studies classrooms…

An instructional module is presented to promote a conceptual understanding of test form equating using traditional methods. Equating is distinguished from scaling. The equating methods described are: (1) mean; (2) linear; and (3) equipercentile. The module includes a self-test. (SLD)

The study assessed the utility of different factor structures of the Wechsler Intelligence Scale for Children-Revised in differentiating Israeli male students (ages 6-16) with learning disability from children with emotional disturbance. Based on several comparisons the results indicated that only the modified A.S. Kaufman's factor structure…

The dimensionality was assessed of 20 problem score measures derived from a nationally standardized written clinical simulation examination--the National Board for Respiratory Care--for which prior evidence of validity exists. The stability and generalizability of the resulting factor structure across examinee groups and test forms (N=5,679…

Whether anchor item sets varying in difficulty and discrimination affect precision of cutting score equivalents generated through judge rescaling as much as equivalents from score equating was studied with 4 groups of experts and 250 and 1,000 examinees. Results indicate the robustness of judge rescaling and its superiority over equating. (SLD)

Compares holistic scoring of nonnative writing in English with multiple trait assessment and scoring. (JL)

A performance-standard setting procedure termed judgmental policy capturing (JPC) and its application are described. A study involving 12 panelists demonstrated the feasibility of the JPC method for setting performance standards for classroom teachers seeking certification from the National Board for Professional Teaching Standards. (SLD)

The three standard-setting approaches described in this special issue are summarized and contrasted: (1) judgmental policy capturing; (2) the extended Angoff method; and (3) the dominant profile method. An integrative summary of findings is followed by recommendations for modifying the methods. (SLD)

Presents a concept-map scheme that provides a consistent syntax and grading system for using concept maps as assessment tools. The grading scheme awards points for demonstrating hierarchies, relationships, branching, and cross links. Examples showing the use of the key are presented. (PR)

The effects of packing or skewing the response options of a scale on the common measurement problems of leniency and range restriction in instructor ratings were assessed. Results from a sample of 130 undergraduate education students indicate that packing reduced leniency but had no effect on range restriction. (TJH)

The polytomous unidimensional Rasch model with equidistant scoring (rating scale model) is extended so that two parameters are linearly decomposed into certain basic parameters. A conditional maximum likelihood estimation procedure and a likelihood ratio test are presented in the context of the extended model (linear rating scale model). (SLD)

A procedure-based observational scoring system and a notebook completed by students were evaluated as science assessments for 41 fifth grade students experienced in hands-on science and 55 fifth grade students inexperienced in hands-on science. Results suggest that notebooks may be a reasonable, although less reliable, surrogate for observed…

Scores from four samples each of 250 and 1,000 physicians demonstrated that a linear procedure for equating scores and rescaling judges' standards for a certification test could be applied to individual item data gathered through the Angoff standard-setting method. Equated and rescaled values were close to those actually assigned. (SLD)

A teacher appraisal instrument was developed and validated for a system of teacher evaluation in Rivers State (Nigeria). The developed Likert scale for teacher scoring was tested for 410 teachers evaluated by 16 headteacher evaluators. Initial findings suggest areas in which the appraisal process and instrument can be improved. (SLD)

An agenda for research on standards for professional licensure and certification examinations is outlined. The relationship between scores and standards is explored, and major classes of standards are described. Topics for future research are discussed in the areas of judgment basis, process efficiency, group effects, and content and expertise…