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Author: Norman Frederiksen
Publisher: Routledge
ISBN: 1136468005
Category : Education
Languages : en
Pages : 418
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Book Description
The editors of this volume suggest that there are missing elements in the conceptualization upon which standard test theory is based. Those elements are models for just how people know what they know and do what they can do, and the ways in which they increase these capacities. Different models are useful for different purposes; therefore, broader or alternative student models may be appropriate. The chapters in this volume consider a variety of directions in which standard test theory might be extended. Topics covered include: the role of test theory in light of recent work in cognitive and educational psychology, test design, student modeling, test analysis, and the integration of assessment and instruction.
Author: Norman Frederiksen
Publisher: Routledge
ISBN: 1136468005
Category : Education
Languages : en
Pages : 418
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Book Description
The editors of this volume suggest that there are missing elements in the conceptualization upon which standard test theory is based. Those elements are models for just how people know what they know and do what they can do, and the ways in which they increase these capacities. Different models are useful for different purposes; therefore, broader or alternative student models may be appropriate. The chapters in this volume consider a variety of directions in which standard test theory might be extended. Topics covered include: the role of test theory in light of recent work in cognitive and educational psychology, test design, student modeling, test analysis, and the integration of assessment and instruction.
Author: Hong Jiao
Publisher: IAP
ISBN: 1681233096
Category : Education
Languages : en
Pages : 319
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Book Description
The Race To The Top (RTTP) federal education policy fostered a new generation of state tests. This policy advocated adopting common core standards which set a higher level of learning targets for students in the US K?12 education. These standards are intended to assess higher order thinking skills and prepare students ready for college and career. In the meantime, they are aligned with those for international assessments which keep US students abreast of their international peers. Furthermore, the new generation of state tests requires the use of technology enhanced items to align student assessments with student learning environment. Computer technology is indispensable to accomplish this goal. Computer based tests related to common core standards are different from previous state computer based tests in two important aspects, one is that the current version requires accurate assessment of students along all ability levels and the other is that it promotes the use of an efficient test delivery system, essentially the use of computerized adaptive assessment in K?12 state testing programs. In addition to providing summative information about student learning, the new common core tests add formative assessment component in the whole assessment system to provide timely feedback to students and teachers during the process of student learning and teacher instruction. As with its predecessor, the new assessment policy also holds teachers and schools accountable for student learning. With the requirements by the new federal education policy, states formed two consortia: Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter?Balanced Assessment Consortium (SBAC) to develop assessments in alignment with the new common core standards. This book is based on the presentations made at the Thirteenth Annual Maryland Assessment Research Center’s Conference on “The Next Generation of Testing: Common Core Standards, Smarter?Balanced, PARCC, and the Nationwide Testing Movement”. Experts from the consortia and nationwide overviewed the intention, history and the current status of this nationwide testing movement. Item development, test design, and transition from old state tests to the new consortia tests are discussed. Test scoring and reporting are specially highlighted in the book. The challenges related to standard setting for the new test, especially in the CAT environment and linking performance standards from state tests with consortium tests were explored. The issues of utilizing the consortium test results to evaluate students’ college and career readiness is another topic addressed in the book. The last chapters address the critical issue of validity in the new generation of state testing programs. Overall, this book presents the latest status of the development of the two consortium assessment systems. It addresses the most challenging issues related to the next generation of state testing programs including development of innovative items assessing higher order thinking skills, scoring of such items, standard setting and linkage with the old state specific standards, and validity issues. This edited book provides a very good source of information related to the consortium tests based on the common core standards.
Author: Craig N. Mills
Publisher: Routledge
ISBN: 1135651647
Category : Education
Languages : en
Pages : 347
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Book Description
Although computer-based tests (CBT) have been administered for many years, improvements in the speed and power of computers coupled with reductions in their cost have made large-scale computer delivery of tests increasingly feasible. CBT is now a common form of test delivery for licensure, certification, and admissions tests. Many large-scale, high-stakes testing programs have introduced CBT either as an option or as the sole means of test delivery. Although this movement to CBT has, to a great extent, been successful, it has not been without problems. Advances in psychometrics are required to ensure that those who rely on test results can have at least the same confidence in CBTs as they have in traditional forms of assessment. This volume stems from an ETS-sponsored colloquium in which more than 200 measurement professionals from eight countries and 29 states convened to assess the current and future status of CBT. The formal agenda for the colloquium was divided into three major segments: Test Models, Test Administration, and Test Analysis and Scoring. Each segment consisted of several presentations followed by comments from noted psychometricians and a break-out session in which presenters and discussants identified important issues and established priorities for a CBT research agenda. This volume contains the papers presented at the colloquium, the discussant remarks based on those papers, and the research agenda that was generated from the break-out sessions. Computer-Based Testing: Building the Foundation for Future Assessments is must reading for professionals, scholars, and advanced students working in the testing field, as well as people in the information technology field who have an interest in testing.
Author: Sidney H. Irvine
Publisher: Routledge
ISBN: 1135663203
Category : Education
Languages : en
Pages : 445
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Book Description
Since the mid-80s several laboratories around the world have been developing techniques for the operational use of tests derived from item-generation. According to the experts, the major thrust of test development in the next decade will be the harnessing of item generation technology to the production of computer developed tests. This is expected to revolutionize the way in which tests are constructed and delivered. This book is a compilation of the papers presented at a symposium held at ETS in Princeton, attended by the world's foremost experts in item-generation theory and practice. Its goal is to present the major applications of cognitive principles in the construction of ability, aptitude, and achievement tests. It is an intellectual contribution to test development that is unique, with great potential for changing the ways tests are generated. The intended market includes professional educators and psychologists interested in test generation.
Author: Duanli Yan
Publisher: CRC Press
ISBN: 146650577X
Category : Mathematics
Languages : en
Pages : 548
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Book Description
Devising tests that evaluate a nation’s educational standing and implement efficacious educational reforms requires a careful balance among the contributions of technology, psychometrics, test design, and the learning sciences. Unlike other forms of adaptive testing, multistage testing (MST) is highly suitable for testing educational achievement because it can be adapted to educational surveys and student testing. Computerized Multistage Testing: Theory and Applications covers the methodologies, underlying technology, and implementation aspects of this type of test design. The book discusses current scientific perspectives and practical considerations for each step involved in setting up an MST program. It covers the history of MST, test design and implementation for various purposes, item pool development and maintenance, IRT-based and classical test theory-based methodologies for test assembly, routing and scoring, equating, test security, and existing software. It also explores current research, existing operational programs, and innovative future assessments using MST. Intended for psychologists, social scientists, and educational measurement scientists, this volume provides the first unified source of information on the design, psychometrics, implementation, and operational use of MST. It shows how to apply theoretical statistical tools to testing in novel and useful ways. It also explains how to explicitly tie the assumptions made by each model to observable (or at least inferable) data conditions.
Author: Joel J. Mintzes
Publisher: Academic Press
ISBN: 0080575331
Category : Education
Languages : en
Pages : 407
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Book Description
Recent government publications like "Benchmarks for Scientific Literacy" and "Science for all Americans" have given teachers a mandate for improving science education in America. What we know about how learners construct meaning--particularly in the natural sciences--has undergone a virtual revolution in the past 25 years. Teachers, as well as researchers, are now grappling with how to better teach science, as well as how to assess whether students are learning. Assessing Science Understanding is a companion volume to Teaching Science for Understanding, and explores how to assess whether learning has taken place. The book discusses a range of promising new and practical tools for assessment including concept maps, vee diagrams, clinical interviews, problem sets, performance-based assessments, computer-based methods, visual and observational testing, portfolios, explanatory models, and national examinations.
Author: Mark J. Gierl
Publisher: Routledge
ISBN: 0415897505
Category : Education
Languages : en
Pages : 258
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Book Description
The purpose of this book is to bring researchers and practitioners up-to-date on the growing body of research on Automatic Item Generation by organizing in one volume what is currently known about this research area.
Author: Samuel J. Messick
Publisher: Routledge
ISBN: 1135451850
Category : Education
Languages : en
Pages : 274
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Book Description
Assessment in Higher Education brings together in one place most of the major issues confronting higher education in the 1990s. These include enhancing student access, development, and success in higher education; transforming admissions testing to meet expanding educational needs; resolving the politics of accountability by assessing quality outcomes of higher education; assuring fair assessment responsive to human diversity; and facing the technological future of higher education. An integrative thread that weaves through all of these issues is the concept of equity, especially as it bears on social justice in education and on fairness in assessment. Another integrative thread is the role of computer and multimedia technology not only in improving the efficiency and power of all the functions of higher education assessment, but also in revolutionizing the delivery of higher education itself.
Author: Stephen J. Farenga
Publisher: Routledge
ISBN: 1317471830
Category : Business & Economics
Languages : en
Pages : 1014
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Book Description
This comprehensive and exhaustive reference work on the subject of education from the primary grades through higher education combines educational theory with practice, making it a unique contribution to the educational reference market. Issues related to human development and learning are examined by individuals whose specializations are in diverse areas including education, psychology, sociology, philosophy, law, and medicine. The book focuses on important themes in education and human development. Authors consider each entry from the perspective of its social and political conditions as well as historical underpinnings. The book also explores the people whose contributions have played a seminal role in the shaping of educational ideas, institutions, and organizations, and includes entries on these institutions and organizations. This work integrates numerous theoretical frameworks with field based applications from many areas in educational research.
Author: Rebecca Kopriva
Publisher: Routledge
ISBN: 1135595992
Category : Education
Languages : en
Pages : 348
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Book Description
More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
