Journal ArticleDOI
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
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TLDR
A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990.Abstract:
A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to educate teachers and future teachers, textbook writers are encouraged to consider these findings in future editions of their textbooks. This taxonomy may also have usefulness for developing test items for large-scale assessments. Finally, research on multiple-choice item writing is discussed both from substantive and methodological viewpoints.read more
Citations
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The use of flipped classrooms in higher education: A scoping review
TL;DR: The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate Education and post-graduate education.
Journal ArticleDOI
Validity: on the meaningful interpretation of assessment data
TL;DR: Five sources – content, response process, internal structure, relationship to other variables and consequences – are noted by the Standards for Educational and Psychological Testing as fruitful areas to seek validity evidence.
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How Students Learn Statistics Revisited: A Current Review of Research on Teaching and Learning Statistics
Joan Garfield,Dani Ben-Zvi +1 more
TL;DR: The authors provide an overview of current research on teaching and learning statistics, summarizing studies that have been conducted by researchers from different disciplines and focused on students at all levels, and suggest what can be learned from the results of each of these questions.
Journal ArticleDOI
Measurement and evaluation in education and psychology.
TL;DR: In education, evaluation is the process of using the measurements gathered in the assessments as discussed by the authors, and teachers use this information to judge the relationship between what was intended by the instruction and what was learned.
Journal ArticleDOI
Construct-Irrelevant Variance in High-Stakes Testing.
TL;DR: In this paper, the authors define construct-irrelevant variance (CIV) in the context of the contemporary, unitary view of validity and present logical arguments, hypotheses, and documentation for a variety of CIV sources that commonly threaten interpretations of test scores.
References
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Book
Measurement and Evaluation in Psychology and Education
TL;DR: In this paper, the Mean, Standard Deviation, and Correlation Coefficient (MSC) measures the deviation of a test score from the norm on the normal curve of the test score.
Journal ArticleDOI
The Impact of Classroom Evaluation Practices on Students
TL;DR: In this article, a review summarizes results from 14 specific fields of research that cast light on the relationships between classroom evaluation practices and student outcomes and concludes that classroom evaluation has powerful direct and indirect impacts, which may be positive or negative.
Book
Essentials of educational measurement
TL;DR: In this article, a practical treatment of the purposes, methods and problems of constructing, using and evaluating educational tests is presented for use on introductory testing and measurement courses at undergraduate or graduate level.
Book
Measurement and Assessment in Teaching
TL;DR: The role of measuring and assessment in teaching Instructional Decisions Requiring Assessment Data Assessment, Test, and Measurement General Principles of Assessment Assessment and the Instructional Process Types of Assessment Procedures Summary of Assessment Categories as discussed by the authors.