Journal•ISSN: 1062-7197
Educational Assessment
Taylor & Francis
About: Educational Assessment is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Test (assessment) & Test validity. It has an ISSN identifier of 1062-7197. Over the lifetime, 406 publications have been published receiving 12843 citations.
Topics: Test (assessment), Test validity, Educational assessment, Academic achievement, Formative assessment
Papers published on a yearly basis
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TL;DR: In this article, the authors compared teacher-assigned grades to those assigned either by students to themselves or by their peers in 4 middle school science classrooms and found that students assigned lower grades to the best performing students than their teacher did.
Abstract: The 2001 U.S. Supreme Court Case of Falvo v. Owasso School System (Owasso Independent School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others' tests is valuable, saving teachers' time and augmenting student learning. Our study puts these presumed benefits to the test in 4 middle school science classrooms. We compared teacher-assigned grades to those awarded either by students to themselves or by their peers. By training students to grade with the help of a scoring rubric, a very high correlation was obtained between students and their teacher on test questions (r = 0.91 to 0.94). We found patterns of bias when students assigned grades. When grading others, students awarded lower grades to the best performing students than their teacher did. When grading themselves, lower performing students tended to inflate their own low scores. Performance on an unan...
499 citations
TL;DR: In this article, a theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance.
Abstract: Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test performance. A number of assessment practices and data analytic procedures for managing the problems posed by low student motivation are discussed.
435 citations
TL;DR: This paper examined the relationship between SAT scores and freshman grades and found that the SAT II achievement tests are consistently better predictors of student success at UC than the SAT I, although the incremental gain in prediction is relatively modest and there is substantial redundancy across the tests.
Abstract: The debate over "aptitude" versus "achievement" tests in college admissions is an old one. Aptitude-type tests, exemplified by the SAT I, are intended to assess students' capacity for future learning, whereas achievement-type tests, exemplified by the SAT II subject tests, are designed to assess students' current mastery of college-preparatory subjects. As one of the few institutions in the nation that requires both the SAT I and SAT II, the University of California (UC) has an extensive database with which to assess their relative utility in predicting student success in college. This study examines the relationship between SAT scores and freshman grades based on the records of 77,893 students who entered UC between Fall 1996 and Fall 1999. The study found that (a) the SAT II achievement tests are consistently better predictors of student success at UC than the SAT I, although the incremental gain in prediction is relatively modest and there is substantial redundancy across the tests; (b) the predictive ...
297 citations
TL;DR: In this paper, Standardized Achievement Tests and English Language Learners: Psychometrics Issues, Vol. 8, No. 3, pp. 231-257, are discussed.
Abstract: (2002). Standardized Achievement Tests and English Language Learners: Psychometrics Issues. Educational Assessment: Vol. 8, No. 3, pp. 231-257.
291 citations
TL;DR: In this article, the authors present the Formative Assessment: Getting the Focus Right (FEAR) framework. But they focus on the focus of the test and not on the evaluation.
Abstract: (2006). Formative Assessment: Getting the Focus Right. Educational Assessment: Vol. 11, No. 3-4, pp. 283-289.
275 citations