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Your search keyword '"TEST validity"' showing total 7 results
Start Over Descriptor "TEST validity" Topic academic achievement evaluation Publication Year Range Last 50 years Database Academic Search Index
7 results on '"TEST validity"'

1. Cognitive frameworks for assessment, teaching, and learning: A validity perspective.

Author

Kane, Michael T. and Bejar, Isaac I.

Subjects
*ACADEMIC achievement evaluation, *EDUCATIONAL evaluation, *ALTERNATIVE assessment (Education), *GRADING of students, *ACADEMIC improvement, *TEST validity, *TEACHING, *LEARNING
Abstract

The article discusses improving the design and construction of educational assessments to benefit teaching and learning. The authors focus on the evaluation of students' grading and marking as well as academic achievement and improvement. Other topics include educational evaluation and test validity.

Published
2014
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2. Using WordPerfect to detect plagiarism on open-book essay tests.

Author

Fulda, Joseph S.

Subjects
*PLAGIARISM, *EXAMPLE, *EDUCATIONAL tests & measurements, *COMPUTER software, *TEST validity, *ACADEMIC achievement evaluation, *OPEN-book examinations, *ELECTRONIC data processing
Abstract

The article discusses the use of WordPerfect computer software to detect plagiarism in open-book essay examinations that are electronically submitted. The author says that the WordPerfect 12 application, which can reveal formatting codes in the original and test papers, is better than the Microsoft Word software in detecting cheating or plagiarism. The author refers to the lack of anonymity on the Internet, the goal of preventing plagiarism, and an example of an essay which has an attributed quotation and one that does not have a citation.

Published
2009
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3. Convergent Validity with the BERS-2 Teacher Rating Scale and the Achenbach Teacher’s Report Form: A Replication and Extension.

Author

Benner, Gregory, Beaudoin, Kathleen, Mooney, Paul, Uhing, Brad, and Pierce, Corey

Subjects
*RATING of students, *EDUCATIONAL evaluation, *EDUCATIONAL tests & measurements, *ACADEMIC achievement evaluation, *PSYCHIATRIC rating scales, *DIAGNOSIS
Abstract

In the present study, we sought to extend instrument validation research for a strength-based emotional and behavior rating scale, the Teacher Rating Scale of the Behavior and Emotional Rating Scale-Second Edition (BERS-2; Epstein, M. H. (2004). Behavioral and emotional rating scale (2nd ed.). Austin, TX: PRO-ED) through the use of convergent validation techniques. The associations between the strength-based domains of the BERS-2 were examined in relation to problem syndrome subscales of the Teacher’s Report Form (TRF; Achenbach, T. M. (1991b). Manual for the teacher’s report form and 1991 profile. Burlington: University of Vermont, Department of Psychiatry). Both measures were conducted with 58 students with emotional disturbance in grades 2 through 12. The overall convergent validity of the BERS-2 and the TRF was strong, particularly for TRF externalizing problems and associated syndromes. However, less evidence emerged for the convergence of domain subscales characterized by behaviors of an internalizing nature. These results provide further support for the use of the BERS-2 in the assessment of the social and behavioral functioning of students with emotional disturbance. [ABSTRACT FROM AUTHOR]

Published
2008
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4. Enduring Issues In Educational Assessment.

Author

DELLA-PIANA, GABRIEL M.

Subjects
*EDUCATIONAL evaluation, *EDUCATIONAL change, *TEST validity, *EDUCATION policy, *ACADEMIC achievement evaluation, *GOVERNMENT policy, *HISTORY of education
Abstract

The article analyzes the 1983 United States government education reform document titled "A Nation at Risk: The Imperative for Educational Reform" and its influence on educational assessment in the following years up to 2008. The author discusses various aspects of assessment, including the issue of the validity, the criterion of construct underrepresentation, and the special requirement of classroom assessments. The author also discusses the history of assessments and highlights the issue of low standards.

Published
2008
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5. Attacks on Pisa are entirely unjustified.

Author

SCHLEICHER, ANDREAS

Subjects
*TEST validity, *ACADEMIC achievement evaluation, *EDUCATIONAL quality, *NATIONAL curriculum
Abstract

The author discusses his belief in the efficacy of the Programme for International Student Assessment (Pisa), an educational comparison test operated by the Organisation for Economic Cooperation and Development (OECD). He addresses the benefits of providing comparisons of student achievement across countries, national differences in curricula, and complaints that Pisa lacks test validity.

Published
2013

6. The Assessment-Savvy Student.

Author

Popham, W. James

Subjects
*EDUCATIONAL tests & measurements, *EVALUATION methodology, *SELF-efficacy in students, *TEST validity, *TEST scoring, *ACADEMIC achievement evaluation
Abstract

The article discusses the value of explaining the nature of educational assessments to students. The author suggests that students must understand assessment methodology to achieve educational independence. He recommends that students be made to understand limitations regarding the validity of tests and assessments and how scale and percentile scores for standardized tests measuring reading comprehension and mathematical ability are computed. He comments on limitations to the predictive ability of aptitude tests and the need for students to understand how test scores translate to grades.

Published
2008

7. N.Y.C. Entrance Exam Questioned.

Author

Samuels, Christina A.

Subjects
*HIGH school admissions tests, *TEST validity, *TEST scoring, *ACADEMIC achievement evaluation
Abstract

The article discusses a report by Joshua N. Feinman, managing director of the investment bank Deutsche Asset Management in the Americas, that suggests that tests used for admission into specialized public high schools in New York City may not be valid. He suggests that scaling of scores can prevent the admission of students with strong academic performance and that the test does not accurately evaluate student ability.

Published
2008

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