Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

The National Academy of Sciences founded The National Academies Press (NAP) with the goal of publishing reports of all four national academies. Annually, NAP publishes more than 200 books from the fields of science, engineering and medicine and offers more than 4000 titles in PDF on its website (http://www.nap.edu/) free of charge.

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The National Academies Press

Christensen, R. (2002), Plane Answers to Complex Questions: The Theory of Linear Models (3rd ed.), New York: Springer-Verlag. Crocker, D. C. (1980), Review of Linear Regression Analysis, by G. A. F. Seber, Technometrics, 22, 130. Datta, B. N. (1995), Numerical Linear Algebra and Applications, Paci c Grove, CA: Brooks/Cole. Draper, N. R. (2002), “Applied Regression Analysis Bibliography Update 2000–2001,” Communications in Statistics: Theory and Methods, 2051– 2075. Golub, G. H., and Van Loan, C. F. (1996), Matrix Computations (3rd ed.), Baltimore, MD: Johns Hopkins University Press. Graybill, F. A. (2000), Theory and Application of the Linear Model, Paci c Grove, CA: Brooks/Cole. Hocking, R. R. (2003), Methods and Applications of Linear Models: Regression and the Analysis of Variance (2nd ed.), New York: Wiley. Porat, B. (1993), Digital Processing of Random Signals, Englewood Cliffs, NJ: Prentice-Hall. Ravishanker, N., and Dey, D. K. (2002), A First Course in Linear Model Theory, Boca Raton, FL: Chapman and Hall/CRC. White, H. (1984), Asymptotic Theory for Econometricians, Orlando, FL: Academic Press.

Generalized Estimating Equations

This paper attempts to use biodata to uncover behavioral and experiential antecedents of organizational identification (OID), and to demonstrate one way in which theory can be used in the development and analysis of objective biodata. The biodata correlates of organizational identification were assessed with a sample of 2,535 new U.S. Army recruits. Four biodata factors emerged: activities involving outdoor work or pastimes; a dependable, non-delinquent, lifestyle reflecting socialization to institutional expectations; a general preference for group attachments; and diligent involvement in intellectual pastimes. Results with a subset of 1,082 recruits revealed that both OID and the biodata antecedents predicted subsequent attrition across 6 time periods spanning 6 to 24 months. Results also revealed relatively high OID among the recruits.

Loyal from day one: biodata, organizational identification, and turnover among newcomers

Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools. We find that students make considerably smaller achievement gains in charter schools than they would have in public schools. The large negative estimates of the effects of attending a charter school are neither substantially biased, nor substantially offset, by positive impacts of charter schools on traditional public schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of charter schools is attributable to high rates of student turnover.

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The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina

https://www.rand.org/content/dam/rand/pubs/reprints/2010/RAND_RP1410.pdf

Teacher qualifications and student achievement in urban elementary schools.

Analyses issues pertaining to accessibility, student achievement, governance and operation of charter schools in California. Research was conducted into: attendance; levels of achievement; oversights and support offered; and finance, academic achievement, staffing and operation.

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Charter School Operations and Performance: Evidence from California

Since the inception of charter schools over a decade ago, policymakers have wanted to know how charter schools are performing.

Student achievement in charter schools: A complex picture

A premise of charter school initiatives has been that these schools have direct benefits for the students attending them and indirect benefits for other students by creating competition for traditional public schools to improve their performance. This study uses a two-pronged approach to assess whether California charter schools are having indirect effects on students in traditional public schools. First, we examine how traditional public school principals react to the introduction of charter schools. Second, we assess whether competition from nearby charters is affecting student achievement outcomes for students that remain in traditional public schools. The survey results show that traditional public school principals felt little competitive pressure from charters. Similarly, the student achievement analysis shows that charter competition was not improving the performance of traditional public schools. These results suggest that California charter schools are having little effect on the climate of traditional public schools.

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Is Charter School Competition in California Improving the Performance of Traditional Public Schools

Few topics in education inspire as much debate as charter schools, which first appeared on the educational landscape in 1992 and now include some 3,500 schools operating in 40 states. Fueling this debate are recent studies of charter school student achievement (Buddin and Zimmer, 2005; AFT, 2004; Booker et al., 2004; Sass, 2005; Hoxby, 2004; Bifulco and Ladd, 2005a; Hanushek et al., 2002). While these studies have been informative, they generally have not shed light on a broader set of questions, including the effect charter schools have on the distribution of students by race/ethnicity and ability. Charter school critics argue that charter success might be illusory if charter schools are simply recruiting the best students from traditional public schools and that charter schools may further stratify an already racially stratified system. One way to address these concerns is to analyze the effect of the redistribution of students to charter schools on the dynamics of peers within traditional public schools. In this study, we examine charter and traditional public schools in California and Texas. In both states, we have student-level data over time with unique identifiers, which allow us to track students as they move between traditional public schools and charter schools. We find that black students in both states are more likely to move to charter schools and tend to move to charter schools with a higher percentage of black students, and those schools are more racially concentrated than the public schools they leave. We also find that students who move to charter schools are on average lower performing than other students at the public schools they leave and that this performance gap is largest for black students.

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Richard Buddin

Papers

Teacher qualifications and student achievement in urban elementary schools.

Charter School Operations and Performance: Evidence from California

Student achievement in charter schools: A complex picture

Is Charter School Competition in California Improving the Performance of Traditional Public Schools

The Effects of Charter Schools on School Peer Composition