Improving large-scale assessment in education: theory, issues, and practice
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2013
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturangaben |
| Beschreibung: | XVIII, 298 S. graph. Darst. |
| ISBN: | 9780415894562 9780415894579 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804148916174716928 |
|---|---|
| adam_text | IMAGE 1
LIST OF ILLUSTRATIONS
PREFAEE AEKNOWLEDGMENTS
1 INTRODUCTION MARIELLE SIMON, KADRIYE ERCIKAN, AND MICHEL ROUSSEAU
BRIEF HISTORY OFLSA
KEY ISSUES RELATED TO LSAS CONCLUSION REFERENCES
PART I: ASSESSMENT DESIGN, DEVELOPMENT, AND DELIVERY
CONTENTS
XL XV
XVLL
1
1 4 7 8
2 LARGE-SCALE ASSESSMENT DESIGN AND DEVELOPMENT FOR THE MEASUREMENT OF
STUDENT COGNITION 13
JACQUELINE P. LEIGHTON INTRODUCTION 13
TRADITIONAL PROCEDURES FOR LARGE-SCALE TEST ITEM DEVELOPMENT 15
EXAMPLES OFTESTING PRO GRAMS WITH COGNITION IN MIND 20
CONCLUSION 24
REFERENCES 25
3 ROLE AND DESIGN OF BACKGROUND QUESTIONNAIRES IN LARGE-SCALE
ASSESSMENTS 27
RUTH A. CHILDS AND ORLENA BROOMES INTRODUCTION 28
AN EXAMPLE: WHO IS FAILING ONTARIO S LITERACY TEST AND WHY? 28
WHAT INFORMATION DO WE NEED? 29
HOW SHOULD WE ASK THE QUESTIONS? 34
PRIORITIZING THE INFORMATION NEEDED 34
WRITING THE QUESTIONS 35
TESTING THE QUESTIONS 38
IMAGE 2
VI * CONTENTS
CREATING THE FINAL QUESTIONNAIRE RESOURCES CONCLUSION REFERENCES
40 40 41 41
4 STUDENT MOTIVATION IN LARGE-SEALE ASSESSMENTS 43
CHRISTINA VAN BARNEVELD, SHERRI -L YNNE PHARAND, LORI RUBERTO, AND
DAPHNE HAGGARTY
INTRODUCTION 44
THEORIES OF MOTIVATION 44
MEASURING MOTIVATION 45
SELF-REPORT MEASURES OF MOTIVATION 45
STUDENT TEST-TAKING BEHAVIORS AS MEASURES OFMOTIVATION 46
WHAT IS THE PROPORTION OFSTUDENTS WHO ARE NOT MOTIVATED? 48
THE IMPACT OF LOW MOTIVATION ON LARGE-SCALE ASSESSMENT RESULTS 48
MINIMIZING THE IMPACT OFLOW MOTIVATION ON LARGE-SCALE ASSESSMENT RESULTS
49 MULTIPLE PERSPECTIVES 50
FRAMEWORK FOR IMPROVING RESEARCH, POLICY, AND PRACTICES 58
AGENDA FOR FUTURE RESEARCH 58
CONCLUSION 59
REFERENCES 60
5 COMPUTER-BASED AND COMPUTER-ADAPTIVE TESTING 62
RICHARD M. LUECHT INTRODUCTION 62
ABRIEF HISTORY OF CBT 63
CBT VENUES AND PLATFORMS 64
ITEM TYPES AND INTERFACES 67
TEST DESIGNS FOR DELIVERING CBT 71
CONCLUSION 80
NOTES 81
REFERENCES 82
PART 11:ASSESSING DIVERSE POPULATIONS
6 AEADEMIC ASSESSMENT OF ENGLISH LANGUAGE LEARNERS: A CRITICAL,
PROBABILISTIE, SYSTEMIC VIEW 87
GUILLERMO SOLANO-FLORES AND MARTHA GUSTAFSON INTRODUCTION 87
POPULATION MISSPECIFICATION AND THE DEFINITION OF ENGLISH LANGUAGE
LEARNERS 90 MEASUREMENT ERROR, SAMPLING, AND THE TESTING OFENGLISH
LANGUAGE LEARNERS 92 MEASUREMENT ERROR AND OVERGENERALIZATION IN TEST
ADAPTATION FOR ENGLISH LANGUAGE LEARNERS 96
PROBABILISTIC APPROACHES FOR IMPROVING ASSESSMENT SYSTEMS FOR ENGLISH
LANGUAGE LEARNERS 100
IMAGE 3
CONCLUSION
NOTES REFERENCES
CONTENTS * VLL
104
105 105
7 SCORE COMPARABILITY OF MULTIPLE LANGUAGE VERSIONS OF ASSESSMENTS
WITHIN JURISDICTIONS 110
KADRIYE ERCLKAN, MARIELLE SIMON, AND MARIA ELENA OLIVERI INTRODUCTION
110
REVIEW OFRESEARCH ON COMPARABILITY OFMULTIPLE LANGUAGE VERSIONS OFTESTS
112 CURRENT PRACTICES WITHIN CANADIAN JURISDICTIONS 113
CHALLENGES AND SOLUTIONS TO ENSURING SCORE COMPARABILITY WITHIN
JURISDICTIONS 116 CONCLUSION 121
REFERENCES 121
8 ACCOMMODATING SPECIAL NEEDS FOR LARGE-SCALE ASSESSMENTS 125
LEILANI SAEZ, ELISA JAMGOCHIAN, AND GERALD TINDAL INTRODUCTION 125
ACCOMMODATION APPROPRIATENESS 127
RESEARCH ON THE EFFECTIVENESS OF ACCOMMODATIONS 129
DETERMINING ACCOMMODATION APPROPRIATENESS TO EXAMINE EFFECTIVENESS 131
PRACTICAL IMPLICATIONS 132
UPGRADING PRACTICE 136
CONCLUSION 137
REFERENCES 138
PART III: SCORING, SCORE REPORTING, AND USE OF SCORES
9 SCORING ISSUES IN LARGE-SCALE ASSESSMENTS 143
MARIA ELENA OLIVERI, BRITTA GUNDERSEN-BRYDEN, AND KADRIYE ERCLKAN
INTRODUCTION 143
OVERVIEW OFPROVINCIAL LSAS ADMINISTERED IN BRITISH COLUMBIA 144
SCORING IN LSAS OFEDUCATIONAL ACHIEVEMENT 146
DIVERSE MODELS USED TO SCORE THE FOUNDATION SKILLS ASSESSMENT 150
CONCLUSION 151
REFERENCES 152
10 STANDARD SETTING: PAST, PRESENT, AND PERHAPS FUTURE 154
ROBERT W. LISSITZ INTRODUCTION 154
PERFORMANCE LEVEL DESCRIPTORS 156
TRADITIONAL STANDARD-SETTING METHODS 159
THE BIG PICTURE 166
EXPECTED FUTURE OF STANDARD SETTING 167
ISSUES OF RELIABILITY AND VALIDITY FOR STANDARD SETTING 171
CONCLUSION 172
REFERENCES 173
IMAGE 4
VLLL * CONTENTS
11 FROM HERE S THE STORY TO YOU RE IN CHARGE : DEVELOPING AND
MAINTAINING LARGE-SCALE ONIINE TEST- AND SCORE-REPORTING RESOURCES 175
APRIL 1. ZENISKY AND RONALD K. HAMBLETON INTRODUETION 175
ABRIEF OVERVIEW OF ONLINE REPORTING RESOUREES 176
GUIDELINES FOR STATIC, RESULTS-ORIENTED ONLINE DOEUMENTS 179
GUIDELINES FOR INTERAETIVE RESULTS-ORIENTED TOOLS 180
GUIDELINES FOR PROGRAMMATIC/INFORMATIONAL WEB PAGES 181
GUIDELINES FOR TEST- AND SEORE-REPORTING WEBSITE HORNE PAGES 182
. DEVELOPING SCORE-REPORTING RESOUREES: THE HAMBLETON AND ZENISKY MODEL
183 CONCLUSION 184
REFERENEES 185
12 MAKING VALUE-ADDED INFERENCES FROM LARGE-SCALE ASSESSMENTS 186
DEREK C. BRIGGS INTRODUETION 186
VALUE-ADDED MODELS 188
HOW WEH DO VAMS ESTIMATE THE EFFEETS OFTEAEHERS OR SEHOOLS ON STUDENT
AEHIEVEMENT? 190
VALUE-ADDED INFERENEES AND SHOE LEATHER 193
THE STABILITY OFVALUE-ADDED INDIEATORS 197
IMPLICIT ASSUMPTIONS ABOUT LARGE-SCALE ASSESSMENTS 198
CONCLUSION 200
NOTES 201
REFERENCES 201
PART IV: PSYCHOMETRIC MODELING AND STATISTICAL ANALYSIS
13 COMPLEX PERSON AND ITEM SAMPLING: IMPLICATIONS FOR ANALYSIS AND
INFERENCE 207
JESSICA 1. MISLEVY, LAURA M. STAPLETON, AND ANDRE A. RUPP INTRODUETION
208
SAMPLING AND STATISTICAL INFERENCE 208
TYPES OF SAMPLING DESIGNS FOR STUDENTS AND ITEMS 209
MOTIVATING EXAMPLE 211
IMPACT OF SAMPLING DESIGN ON ESTIMATION AND INFERENEE 214
AEEOMMODATING COMPLEX SAMPLING DESIGNS OFSTUDENTS IN ANALYSES 218
AECOMMODATING COMPLEX SAMPLING DESIGNS OFITEMS IN ANALYSES 226
CONCLUSION 228
NOTE 230
REFERENCES 230
14 TAKING ATYPICAL RESPONSE PATTERNS INTO ACCOUNT: A MULTIDIMENSIONAL
MEASUREMENT MODEL FROM ITEM RESPONSE THEORY 238
GILLES RALCHE, DAVID MAGIS, JEAN-GUY BLAIS, AND PIERRE BROCHU
IMAGE 5
INTRODUCTION
FORMULATION OF LOGISTIC MODELS PERSON-CHARACTERISTIC CURVES
MULTIDIMENSIONAL MODELS OFPERSON-CHARACTERISTIC CURVES ESTIMATION OF
PERSON PARAMETERS EXAMPLES OF APPLICATION EXAMPLE OFTHE APPLICATION TO
THE PISA DATA (2003)
CONCLUSION NOTES REFERENCES
15 MISSING DATA: ISSUES AND TREATMENTS MICHEL ROUSSEAU INTRODUCTION
DEFINITION, CLASSIFICATION, AND MECHANISMS PREVENTION
DIAGNOSIS TREATMENT CONCLUSION REFERENCES
16 MEASUREMENT AND STATISTICAL ANALYSIS ISSUES WITH LONGITUDINAL
ASSESSMENT DATA BRUNO D. ZUMBO, AMERY D. WU, AND YAN LIU INTRODUCTION
MEASUREMENTISSUES STATISTICAL ANALYSIS ISSUES CONCLUSION REFERENCES
INDEX
CONTENTS * IX
238 239 246 246
248 249 251 254
255 255
260
260 261 262 264
265 274 275
276
276 277 280 287
288
291
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| title | Improving large-scale assessment in education theory, issues, and practice |
| title_auth | Improving large-scale assessment in education theory, issues, and practice |
| title_exact_search | Improving large-scale assessment in education theory, issues, and practice |
| title_full | Improving large-scale assessment in education theory, issues, and practice ed. by Marielle Simon ... |
| title_fullStr | Improving large-scale assessment in education theory, issues, and practice ed. by Marielle Simon ... |
| title_full_unstemmed | Improving large-scale assessment in education theory, issues, and practice ed. by Marielle Simon ... |
| title_short | Improving large-scale assessment in education |
| title_sort | improving large scale assessment in education theory issues and practice |
| title_sub | theory, issues, and practice |
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