Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 2 |
Descriptor
Author
Adkins, Deborah | 1 |
Cronin, John | 1 |
Dahlin, Michael | 1 |
Kingsbury, G. Gage | 1 |
Li, Xueming | 1 |
Sireci, Stephen G. | 1 |
Publication Type
Reports - Research | 2 |
Journal Articles | 1 |
Numerical/Quantitative Data | 1 |
Education Level
Elementary Secondary Education | 1 |
Audience
Location
California | 2 |
Delaware | 2 |
Maryland | 2 |
Ohio | 2 |
South Carolina | 2 |
Texas | 2 |
Washington | 2 |
Arizona | 1 |
Colorado | 1 |
Florida | 1 |
Idaho | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
National Assessment of… | 1 |
What Works Clearinghouse Rating
Li, Xueming; Sireci, Stephen G. – Educational and Psychological Measurement, 2013
Validity evidence based on test content is of essential importance in educational testing. One source for such evidence is an alignment study, which helps evaluate the congruence between tested objectives and those specified in the curriculum. However, the results of an alignment study do not always sufficiently capture the degree to which a test…
Descriptors: Content Validity, Multidimensional Scaling, Data Analysis, Educational Testing
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests