Reliability and validity of information about student achievement: Comparing large-scale and classroom testing contexts

Theory into Practice

Volumn 48, Issue 1, 2009, Pages 63-71

  Cizek, Gregory J ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61449237241     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1080/00405840802577627     Document Type: Article

References (7)

1. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5,7-74.
3. Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and. Practice, 22(4), 5-12.
4. Cizek, G. J. (1997). Learning, achievement, and assessment: Constructs at a crossroads. In G. D. Phye (Ed.), Handbook of classroom assessment (pp. 1- 32). San Diego, CA: Academic.
5. Cizek, G. J. (2007). Formative classroom assessment and large-scale assessment: Implications for future research and development. In J. H. McMillan (Ed.), Formative classroom assessment: Theory into practice (pp. 99-115). New York: Teachers College Press.
6. No Child Left Behind Act. (2001). P. L. 107-110, 20 U.S.C. 6301.
7. Payne, D. A. (2003). Applied educational assessment, 2nd edition. Belmont, CA: Wadsworth.