Showing papers in "Educational Measurement: Issues and Practice in 1987"
TL;DR: In this article, the authors present a step-by-step strategy for designing performance assessment, through the specification of reason(s) for assessment, type of performance to be evaluated, exercises that will elicit performance, and systematic rating procedures.
Abstract: Achievement can be, and often is, measured by means of observation and professional judgment. This form of measurement is called performance assessment. Developers of large-scale assessments of communication skills often rely on performance assessments in which carefully devised exercises elicit performance that is observed and judged by trained raters. Teachers also rely heavily on day-to-day observation and judgment. Like other tests, quality performance assessment must be carefully planned and developed to conform to specific rules of test design. This module presents and illustrates those rules in the form of a step-by-step strategy for designing such assessments, through the specification of (a) reason(s) for assessment, (b) type of performance to be evaluated, (c) exercises that will elicit performance, and (d) systematic rating procedures. General guidelines are presented for maximizing the reliability, validity, and economy of performance assessments.
167 citations
TL;DR: In this paper, the authors present the results of an application of Golden Rule procedures to items of the Scholastic Aptitude Test and show that the procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests.
Abstract: The authors present the results of an application of Golden Rule procedures to items of the Scholastic Aptitude Test. Using item response theory, their analyses indicate that the Golden Rule procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests.
40 citations
TL;DR: In this article, a questionnaire on the nature of educational measurement instruction provided to students in preservice teacher education programs was sent to 28 midwestern colleges and the results reported here offer insight into course and student characteristics.
Abstract: Professors from 28 mid-western colleges responded to a questionnaire on the nature of educational measurement instruction provided to students in preservice teacher education programs. The results reported here offer insight Into (a) course and student characteristics (b) professors' educational preparation and experience, and (c) learning/ instructional activities and content emphases. These characteristics, together with findings of previous research, serve as a basis for suggestions regarding the limitations of this instruction in light of teacher needs and perceived changes needed In educational measurement instruction.
29 citations
TL;DR: The authors discusses how to maintain the integrity of national normative information for achievement tests when the test that is administered has been customized to satisfy local needs and is not a test that has been nationally normed.
Abstract: This paper discusses how to maintain the integrity of national normative information for achievement tests when the test that is administered has been customized to satisfy local needs and is not a test that has been nationally normed. Using an Item Response Theory perspective, alternative procedures for item selection and calibration are examined with respect to their effect on the accuracy of normative information. It is emphasized that it is important to match the content of the customized test with that of the normed test if accurate normative data are desired.
27 citations
TL;DR: In his "minority perspective" as mentioned in this paper, Bond takes a position opposing mechanical application of Golden Rule-like procedures but advocates that, at least in some situations, issues of equity can be introduced in item selection without doing violence to test validity.
Abstract: In his “minority perspective,” Bond takes a position opposing mechanical application of Golden Rule-like procedures but advocating that, at least in some situations, issues of equity can be introduced in item selection without doing violence to test validity.
18 citations
TL;DR: In this article, the Executive Director of FairTest explains what he means by the "Golden Rule bias reduction principle" and why he advocates it as a practical reform to help ensure fairer tests.
Abstract: In this article, the Executive Director of FairTest, an organization that has been prominent in promoting Golden Rule-type procedures, explains what he means by the “Golden Rule bias reduction principle” and why he advocates it as a practical reform to help ensure fairer tests.
14 citations
TL;DR: In this paper, the authors provide an overview of the Golden Rule issue, including a summary of legislative and judicial activity aimed at extending the golden rule idea, the opposition of professional associations to such proposals, and activity at the Educational Testing Service to take differential item functioning into account in test construction.
Abstract: In this article, the author provides an overview of the “Golden Rule” issue, including a summary of legislative and judicial activity aimed at extending the Golden Rule idea, the opposition of professional associations to such proposals, and activity at the Educational Testing Service to take differential item functioning into account in test construction.
13 citations
10 citations
TL;DR: In this article, Lehmann and Phillips provide considerably more detail on the nature of teacher testing, and provide an analysis of what areas are covered in teacher tests, exactly which tests are used, and how they are used in both current and planned state teacher testing programs.
Abstract: As compared to the 1987 “wall chart” issued by U.S. Secretary of Education William J. Bennett and to other recent reports on teacher testing, this article by Lehmann and Phillips provides considerably more detail on the nature of teacher testing. On the basis of a survey of all the states, the authors provide an analysis of what areas are covered in teacher tests, exactly which tests are used, and how the tests are used in both current and planned state teacher testing programs.
9 citations
TL;DR: In this paper, the authors present techniques for grading students through comparison to others in the class and comparing them to predetermined levels of performance, and how to adjust the intended weights of course grades.
Abstract: An instructor typically combines students' scores from several measures such as assignments and exams when assigning course grades. The relative weights intended for these scores are at least inferred and often stated explicitly by the instructor. This module describes how scores can be adjusted so that the intended weights are obtained. Techniques are discussed for two grading criteria: (a) grading students through comparison to others in the class and (b) grading students through comparison to predetermined levels of performance.
9 citations
TL;DR: This paper demonstrates how an analysis of the Test Standards can be used to define the body of knowledge needed by teachers for the effective use of tests in classroom instruction.
Abstract: This paper demonstrates how an analysis of the Test Standards can be used to define the body of knowledge needed by teachers for the effective use of tests in classroom instruction This knowledge domain is essential for describing a sound measurement curriculum for preservice teachers and for outlining specifications for teacher certification testing- Procedures are described for identifying standards relevant to teachers' classroom role functions and for describing the behavior inherent in those standards
TL;DR: In this 1986 letter, referred to in the article by Faggen, NCME President Jaeger wrote to a new New York legislator to express NCME's strong opposition to proposed legislation that would have extended Golden Rule-like procedures to tests in that state as mentioned in this paper.
Abstract: In this 1986 letter, referred to in the article by Faggen, NCME President Jaeger wrote to a new York legislator to express NCME's strong opposition to proposed legislation that would have extended Golden Rule-like procedures to tests in that state. Similar letters, with the same date, were sent by President Jaeger to ail members of relevant education committees in both houses of the New York and California legislatures.
TL;DR: Peterson as mentioned in this paper describes how three Utah school districts employed tests, specifically National Teachers Examinations, as one line of optional evidence for use along with a selection of other evidence in the promotion of eligible teachers, and indicates that the optional use of test scores both answers many objections to the testing of veteran teachers and allows the test results of teachers choosing to submit them to inform promotion decisions.
Abstract: In most current teacher evaluation systems, tests are typically used for all teachers or for none. Peterson describes how three Utah school districts employed tests, specifically National Teachers Examinations, as one line of optional evidence for use along with a selection of other evidence in the promotion of eligible teachers. The author indicates that the optional use of test scores both answers many objections to the testing of veteran teachers and allows the test results of teachers choosing to submit them to inform promotion decisions.
TL;DR: Rudman as mentioned in this paper pointed out that given the past developmental cycles for major test series, what is happening now will likely have major impact on tests in the year 2000, and pointed attention to forces, both internal and external to the testing Industry, that are affecting the future of testing.
Abstract: What will testing be like in the 21st century? Rudman points out that given the past developmental cycles for major test series, what is happening now will likely have major impact on tests in the year 2000. He points attention to forces, both internal and external to the testing Industry, that are affecting the future of testing.
TL;DR: The chief executive of the company that brought the original Golden Rule lawsuit explains why the lawsuit was brought how it was settled, and what he now, 3 years after the settlement, thinks of it as mentioned in this paper.
Abstract: The Chief Executive Officer of the company that brought the original Golden Rule lawsuit explains why the lawsuit was brought how it was settled, and what he now, 3 years after the settlement, thinks of it.
[...]
TL;DR: In this article, Anrig reasserts his position that the Golden Rule settlement was a mistake and argues that its application in Illinois has not improved the passing rate for black candidates relative to white candidates.
Abstract: In this response to “Golden Rule on ‘Golden Rule,’” Greg Anrig reasserts his position that the “Golden Rule settlement” was a mistake. He argues that its application in Illinois has not improved the passing rate for black candidates relative to white candidates and that it has inappropriately been used as a precedent for proposed legislature mandates in other states.
TL;DR: In this paper, the discovery of a 19th century document that illustrates an early example of educational measurement is reported, copied from the original in the British Museum, is presented in its entirety in the article.
Abstract: The authors report on the discovery of a 19th century document that illustrates an early example of educational measurement. The text, copied from the original in the British Museum, is presented in its entirety in the article.
TL;DR: In this paper, Rooneg responds to Anrig's arguments and reasserts his position that the Golden Rule settlement was necessarg and reasonable and has been effective, and he concludes that it was necessary and sufficient.
Abstract: In this rejoinder to Anrig's criticisms in the last issue of EM, Rooneg responds to Anrig's arguments and reasserts his position that the Golden Rule settlement was necessarg and reasonable and has been effective.