The technical quality of performance assessments: Standard errors of percents of pupils reaching standards

Educational Measurement: Issues and Practice

Volumn 16, Issue 3, 1997, Pages 5-15

  Yen, Wendy M ^a  

^a McGraw Hill Education CTB   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346583013     PISSN: 07311745     EISSN: 17453992     Source Type: Journal    
DOI: 10.1111/j.1745-3992.1997.tb00594.x     Document Type: Article

References (8)

1. Cornfield, J., & Tukey, J. W (1956) Average values o f mean squares in factorials. Annals of Mathematical Statistics, 27, 907–949.
2. Cronbach, L. J., Linn, R. L., Brennan, R. L., & Haertel, E. H. (1997) Generalizability analysis for performance assessments o f student achievement or school effectiveness. Educational and Psychological Measurement, 57, 373–399.
3. CTB MacmillanlMcGraw-Hill. (1992) Final technical report: Maryland School Performance Assessment Program, 1991. Monterey, C A Author.(Available from the Maryland State Department of Education, Baltimore, MD).
4. Olsen, L. (1995) The new breed o f assessments getting scrutiny. Education Week, 14(26), pp. 1, 10–11.
5. Select Committee (19941995). Sampling and statistical procedures used in the California Learning Assessment System. In L. J. Cronbach (Ed.), A valedictory: Reflections on 60 years in educational testing(Board Bulletin). Washington, DC: National Research Council: Board on Testing and Assessment. [Available through National Technical Information Service].
6. Yen, W M. (1993) Scaling performance assessments: Strategies for managing local item dependence. Journal of Educational Measurement, 30, 187–213.
7. Yen, W M. (1997, March). Measuring school performance: Is the percent of students reaching a standard the most accurate statistic? Division D Invited Address presented at the Annual Meeting of the American Educational Research Association, Chicago.
8. Yen, W M., & Ferrara, S. (1997) The Maryland School Performance Assessment Program: Performance assessment with psychometric quality suitable for high stakes usage. Educational and Psychological Measurement, 57, 60–84.