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Dominguez, Olivia Reyes – ProQuest LLC, 2009
Given the potential consequences of test results, it is important that policy makers, educators, and parents understand the empirical base underlying the use and validity of assessments for measuring the academic progress of English Learners (Abedi, Hofstetter, & Lord, 2004). In order to understand how the No Child Left Behind (NCLB) school…
Descriptors: School Restructuring, Test Results, Federal Legislation, Academic Achievement
Bond, Lloyd – Carnegie Foundation for the Advancement of Teaching, 2007
Through an examination of one institution's efforts to strengthen teaching and learning on campus, the author makes a strong case for the use of common examinations as a powerful form of assessment as well as a fruitful context for faculty deliberations. Providing a continuing occasion for faculty inquiry and discussion, insuring grade…
Descriptors: Test Results, Student Evaluation, Grade Inflation, Grading
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LoPresto, Michael C. – Astronomy Education Review, 2007
The results of administering the Astronomy Diagnostic Test (ADT) to introductory astronomy students at Henry Ford Community College over three years have shown gains comparable with national averages. Results have also accurately corresponded to course goals, showing greater gains in topics covered in more detail, and lower gains in topics covered…
Descriptors: Test Results, Diagnostic Tests, Astronomy, Community Colleges
Olson, Lynn – Education Week, 2007
This article reports on Ontario's way of school improvement which focuses less on test-score results and more on engaging teachers and principals. Like the United States, the Canadian province of Ontario has committed itself to reaching key numeric targets: at least 75 percent of 6th graders able to read, write, and do mathematics at the…
Descriptors: Elementary Secondary Education, Educational Change, Foreign Countries, State Government
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Braden, Jeffery P. – Journal of Applied School Psychology, 2007
This article intends to help school psychologists understand the nature of high stakes tests, methods for analyzing and reporting high stakes test data, standards for tests and program evaluation, and application of appropriate practices to program planning and evaluation. Although it is readily acknowledged that high stakes test data are not…
Descriptors: Test Results, Program Evaluation, Psychologists, School Psychologists
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Shriberg, David – Journal of Applied School Psychology, 2007
High-stakes testing has emerged as a central feature of the educational landscape in primary and secondary schools in the United States. Despite this prominence, there is a paucity of guidance available to practitioners on how they can best make predictions about student performance based on available test data. While achievement gaps based on…
Descriptors: High Stakes Tests, Prediction, Performance, Access to Education
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Jodoin, Michael G.; Zenisky, April; Hambleton, Ronald K. – Applied Measurement in Education, 2006
Many credentialing agencies today are either administering their examinations by computer or are likely to be doing so in the coming years. Unfortunately, although several promising computer-based test designs are available, little is known about how well they function in examination settings. The goal of this study was to compare fixed-length…
Descriptors: Computers, Test Results, Psychometrics, Computer Simulation
Wright, Nancy K.; Dorans, Neil J. – 1993
This paper studies whether equating results can be improved if the variable that accounts for all systematic differences between equating populations is identified and used as an anchor in anchor test design or as a variable on which to match equating samples. The sample invariant properties of four anchor test equating methods (Tucker and Levine…
Descriptors: Criteria, Equated Scores, Selection, Simulation
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Rieth, Herbert; And Others – Journal of Educational Research, 1974
Descriptors: Review (Reexamination), Spelling Instruction, Test Results, Testing
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Elton, Charles F.; Rose, Harriett A. – Journal of Educational Psychology, 1974
The relationship between the quantity of nonacademic achievements and personality test scores was investigated. The nonacademic score was derived from nine nonacademic achievement scales on the American College Test. The predictor variables consisted of 14 scale scores from the Omnibus Personality Inventory and one academic aptitude measure.…
Descriptors: Personality Measures, Predictor Variables, Productivity, Test Results
Schludermann, Shirin; Schludermann, Eduard – J Psychol, 1969
Descriptors: Research, Self Concept, Sex Differences, Test Results
Lord, Frederic M. – 1972
Correction for attenuation is important for partial correlations because not even the sign of the partial between true scores can be inferred safely from the partial between observed (fallible) scores. Methods for inferring the corrected partial are discussed. Unfortunately, the corrected partial will sometimes have an overwhelming sampling error.…
Descriptors: Correlation, Problem Solving, Test Interpretation, Test Results
Hedges, William D. – Phi Delta Kappan, 1979
In this fictional account, a principal raised his school's ratings by forcing out marginal students and attracting successful students. (IRT)
Descriptors: Elementary Secondary Education, Rating Scales, Test Results
Fridlund, Alan J.; Tate, B. G. – Educational Technology, 1978
The use of a cathode ray tube (CRT) terminal as a display device for posting test results is described, and a parts list for the display system is provided. (RAO)
Descriptors: Computers, Display Systems, Electronic Equipment, Test Results
Kane, Michael – 2000
Validity is concerned with the clarification and justification of the intended interpretations and uses of observed scores. It has not been easy to formulate a general methodology set of principles for validation, but progress has been made, especially as the field has moved from relatively limited criterion-related models to sophisticated…
Descriptors: Scores, Test Interpretation, Test Results, Theories
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