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Soper, John C.; Brenneke, Judith Staley – Journal of Economic Education, 1987
Offers practical tips on how teachers can determine whether classroom tests are actually measuring what they are designed to measure. Discusses criterion-related validity, construct validity, and content validity. Demonstrates how to determine the degree of content validity a particular test may have for a particular course or unit. (Author/DH)
Descriptors: Criterion Referenced Tests, Economics Education, Higher Education, Teacher Made Tests
Harp, Bill – 2000
This handbook gives teachers, reading specialists, administrators, or students concise, up-to-date information on the most popular assessment and evaluation tools in literacy. This second edition retains many of the tools reviewed in the first edition and adds 12 new tools. The first section reviews 24 tools that are teacher-made. The second…
Descriptors: Evaluation Methods, Literacy, Reading Achievement, Student Evaluation
Idol, Lorna; Nevin, Ann; Paolucci-Whitcomb, Phyllis – 1999
Curriculum-based assessments (CBAs) are teacher-constructed tests designed to measure students' skill achievements at specified grades directly. This book explains how to generate and revise CBA systems, which can be developed for various types of curriculum. The chapters are: (1) "CBAs for Reading"; (2) "CBAs for Written Expression"; (3) "CBAs…
Descriptors: Curriculum, Elementary Secondary Education, Models, Student Evaluation
McTighe, Jay; Ferrara, Steven – 1998
The premise of this book is that the primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade. The common principles of effective assessment are covered, and the strengths and limitations of a variety of effective approaches are reviewed. Vignettes illustrate…
Descriptors: Educational Assessment, Evaluation Methods, Feedback, Student Evaluation
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Mershon, Donald H. – Teaching of Psychology, 1982
Describes a method for increasing efficiency of examination production which uses file cards to store and organize test items. The process of reproducing tests directly from master copies made with file cards is discussed. (AM)
Descriptors: Efficiency, Higher Education, Item Banks, Job Simplification
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Mertler, Craig A. – Practical Assessment, Research & Evaluation, 2001
Provides advice on designing scoring rubrics, rating scales as opposed to checklists, for use with performance assessments. Discusses holistic and analytic rubrics, and lists the steps in rubric development. (SLD)
Descriptors: Holistic Evaluation, Performance Based Assessment, Rating Scales, Scoring Rubrics
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Beaver, Joetta; And Others – ERS Spectrum, 1992
The Holistic Reading Assessment, a procedure developed and piloted by elementary teachers in the Upper Arlington (Ohio) School District, is conducted in the classroom during a 10-minute individual reading conference. The procedure allows teachers to gather information about students' reading interests, use of strategies, comprehension, and…
Descriptors: Elementary Education, Feedback, Holistic Approach, Oral Reading
Fox, Dennis – Leadership, 2000
By asking several questions, educators can ensure that instructional decisions are based on data from sound assessment instruments. Teachers must consider an instrument's purpose, its effects on improving instruction, its strengths and weaknesses, variables affecting student performance and teacher perception of performance, and what to do…
Descriptors: Elementary Secondary Education, Evaluation Criteria, Student Evaluation, Teacher Made Tests
McCabe, Don – 1982
Based on the concept that the natural way of learning is by making mistakes in which immediate self-correction takes place, this booklet discuses how teachers can develop their own sequential spelling tests. The booklet discusses the five steps in giving a sequential spelling test (read the word aloud, students repeat the word, students attempt to…
Descriptors: Elementary Secondary Education, Evaluation Methods, Spelling, Spelling Instruction
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Kottke, Janet L. – Teaching of Psychology, 1985
At the beginning of the undergraduate psychology course, students are informed that a comprehensive makeup final will be required of any student who misses any regularly scheduled exam for any reason. The more exams a student misses, the more heavily the comprehensive makeup is weighted. (RM)
Descriptors: Attendance, Educational Strategies, Higher Education, Psychology
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Zeidner, Moshe – Journal of Educational Research, 1987
Israeli student attitudes toward teacher-made essay versus multiple-choice exams were compared using 174 junior high school students initially and then partially replicated with 101 seventh and eighth grade students. The significance of the results for test construction are discussed, and suggestions are made regarding applications of test…
Descriptors: Essay Tests, Foreign Countries, Junior High Schools, Multiple Choice Tests
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Ebel, Robert L. – Educational Measurement: Issues and Practice, 1983
One major reason for the problems of test validation is an overemphasis on the need for empirical validity data, and a failure to recognize the primary importance of explicit verbal definitions of what the test is intended to measure and rational arguments in support of the means chosen for obtaining the measurement. (Author/LC)
Descriptors: Occupational Tests, Performance Tests, Standardized Tests, Statistical Data
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Gardner, Eric F. – Educational Measurement: Issues and Practice, 1983
In response to Ebel (TM 508 146) Gardner argues that neither intrinsic rational validity associated with ability tests nor a validity coefficient relating a test to performance as the sole information about validity is sufficient. All relevant data about a test and its functioning are essential in describing the validity of the test. (Author/LC)
Descriptors: Occupational Tests, Performance Tests, Predictive Validity, Standardized Tests
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Barnett, Jerrold E.; And Others – Journal of Educational Psychology, 1981
Two experiments were conducted to investigate the effects of note taking and reviewing on learning from text. The findings supported the encoding function of note taking and demonstrated that unguided elaboration hindered performance on teacher-made tests. (Author/GK)
Descriptors: Higher Education, Learning Activities, Learning Processes, Performance Factors
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Conderman, Greg; Koroghlanian, Carol – Intervention in School and Clinic, 2002
This article presents guidelines for writing better test items to evaluate student learning better. Recommendations are provided for writing true-false items (test only one idea in each item), multiple-choice items (include the bulk of information in the stem), and matching items (only use homogeneous lists). Examples are provided. (Contains 7…
Descriptors: Elementary Secondary Education, Learning Disabilities, Student Evaluation, Teacher Made Tests
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