-
2
-
-
0002286691
-
Assessing the impact of planned social change
-
Campbell, D. T. (1979). Assessing the impact of planned social change. Evaluation and Program Planning, 2, 67-90.
-
(1979)
Evaluation and Program Planning
, vol.2
, pp. 67-90
-
-
Campbell, D.T.1
-
3
-
-
79951993432
-
Enhanced assessment for school accountability and student achievement
-
In K. E. Ryan & L. A. Shepard (Eds.), Mahwah, NJ: Lawrence Erlbaum
-
Dunbar, S. B. (2008). Enhanced assessment for school accountability and student achievement. In K. E. Ryan & L. A. Shepard (Eds.), The future of test-based educational accountability (pp. 263-273). Mahwah, NJ: Lawrence Erlbaum.
-
(2008)
The future of test-based educational accountability
, pp. 263-273
-
-
Dunbar, S.B.1
-
4
-
-
79960495390
-
-
Eduwonkette, July 1, Retrieved August 15, 2008, from
-
Eduwonkette. (2008, July 1). An immodest proposal. Retrieved August 15, 2008, from http://blogs.edweek.org/edweek/eduwonkette/2008/07/an_immodest_proposal.html.
-
(2008)
An immodest proposal
-
-
-
6
-
-
79960542310
-
Externalities of testing: Lessons from the blizzard of 2010
-
May, In Henry I. Braun (Chair), Invited symposium presented at the annual meeting of the American Educational Research Association, Denver, CO, May 1
-
Feuer, M. J. (2010, May). Externalities of testing: Lessons from the blizzard of 2010. In Henry I. Braun (Chair), Innovations in test-based educational accountability. Invited symposium presented at the annual meeting of the American Educational Research Association, Denver, CO, May 1.
-
(2010)
Innovations in test-based educational accountability
-
-
Feuer, M.J.1
-
7
-
-
33745636372
-
Accountability, ability and disability
-
Figlio, D., & Getzler, L. S. (2006). Accountability, ability and disability: Advances in Applied Microeconomics, 14, 35-49.
-
(2006)
Advances in Applied Microeconomics
, vol.14
, pp. 35-49
-
-
Figlio, D.1
Getzler, L.S.2
-
9
-
-
57049174442
-
The impact of anchor test configuration on student proficiency rates
-
Fitzpatrick, A. R. (2008). The impact of anchor test configuration on student proficiency rates. Educational Measurement: Issues and Practice, 27(4), 34-40.
-
(2008)
Educational Measurement: Issues and Practice
, vol.27
, Issue.4
, pp. 34-40
-
-
Fitzpatrick, A.R.1
-
12
-
-
14844322793
-
Accountability, incentives and behavior: The impact of high-stakes testing in the Chicago public schools
-
Jacob, B. A. (2005). Accountability, incentives and behavior: The impact of high-stakes testing in the Chicago public schools. Journal of Public Economics, 89, 761-796.
-
(2005)
Journal of Public Economics
, vol.89
, pp. 761-796
-
-
Jacob, B.A.1
-
13
-
-
33846423101
-
Validation
-
In R. L. Brennan (Ed.), (4th edition). Westport, CT: Praeger
-
Kane, M. T. (2006). Validation. In R. L. Brennan (Ed.), Educational measurement (4th edition, pp. 18-64). Westport, CT: Praeger.
-
(2006)
Educational measurement
, pp. 18-64
-
-
Kane, M.T.1
-
14
-
-
84970316235
-
A sampling model for validity
-
Kane, M. T. (1982). A sampling model for validity. Applied Psychological Measurement, 6(2), 125-160.
-
(1982)
Applied Psychological Measurement
, vol.6
, Issue.2
, pp. 125-160
-
-
Kane, M.T.1
-
15
-
-
0003901111
-
-
(Issue Paper IP-202). Santa Monica, CA: RAND
-
Klein, S. P., Hamilton, L. S., McCaffrey, D. F., & Stecher, B.M. (2000). What do test scores in Texas tell us? (Issue Paper IP-202). Santa Monica, CA: RAND. http://www.rand.org/publications/IP/IP202/
-
(2000)
What do test scores in Texas tell us?
-
-
Klein, S.P.1
Hamilton, L.S.2
McCaffrey, D.F.3
Stecher, B.M.4
-
16
-
-
79960504116
-
Using aggregate-level linkages for estimation and validation: Comments on Thissen and Braun & Qian
-
In N. J. Dorans, M. Pommerich, & P.W. Holland (Eds.), New York: Springer-Verlag
-
Koretz, D. (2007). Using aggregate-level linkages for estimation and validation: Comments on Thissen and Braun & Qian. In N. J. Dorans, M. Pommerich, & P.W. Holland (Eds.), Linking and aligning scores and scales (pp. 339-353). New York: Springer-Verlag.
-
(2007)
Linking and aligning scores and scales
, pp. 339-353
-
-
Koretz, D.1
-
18
-
-
0003484378
-
-
(MR-792-PCT/FF). Santa Monica, CA: RAND
-
Koretz, D., Barron, S., Mitchell, K., & Stecher, B. (1996). The perceived effects of the Kentucky Instructional Results Information System (KIRIS) (MR-792-PCT/FF). Santa Monica, CA: RAND.
-
(1996)
The perceived effects of the Kentucky Instructional Results Information System (KIRIS)
-
-
Koretz, D.1
Barron, S.2
Mitchell, K.3
Stecher, B.4
-
19
-
-
36148952926
-
Testing for accountability in K-12
-
In R. L. Brennan (Ed.), (4th edition, Westport, CT: American Council on Education/Praeger
-
Koretz, D., & Hamilton, L. S. (2006). Testing for accountability in K-12. In R. L. Brennan (Ed.), Educational measurement (4th edition, pp. 531-578. Westport, CT: American Council on Education/Praeger.
-
(2006)
Educational measurement
, pp. 531-578
-
-
Koretz, D.1
Hamilton, L.S.2
-
20
-
-
0002004140
-
The effects of high-stakes testing: Preliminary evidence about generalization across tests
-
April, In R. L. Linn (Chair), Symposium presented at the annual meetings of the American Educational Research Association and the National Council on Measurement in Education, Chicago, IL
-
Koretz, D., Linn, R. L., Dunbar, S. B., & Shepard, L. A. (1991, April). The effects of high-stakes testing: Preliminary evidence about generalization across tests. In R. L. Linn (Chair), The effects of high stakes testing. Symposium presented at the annual meetings of the American Educational Research Association and the National Council on Measurement in Education, Chicago, IL.
-
(1991)
The effects of high stakes testing
-
-
Koretz, D.1
Linn, R.L.2
Dunbar, S.B.3
Shepard, L.A.4
-
22
-
-
33646416674
-
-
(CSE Technical Report 551). Los Angeles: Center for the Study of Evaluation, University of California
-
Koretz, D., McCaffrey, D., & Hamilton, L. (2001). Toward a framework for validating gains under high-stakes conditions (CSE Technical Report 551). Los Angeles: Center for the Study of Evaluation, University of California.
-
(2001)
Toward a framework for validating gains under high-stakes conditions
-
-
Koretz, D.1
McCaffrey, D.2
Hamilton, L.3
-
24
-
-
0002353120
-
Validity
-
In R. L. Linn (Ed.), (3rd edition). New York: American Council on Education/ Macmillan
-
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd edition, pp. 13-104). New York: American Council on Education/ Macmillan.
-
(1989)
Educational measurement
, pp. 13-104
-
-
Messick, S.1
-
25
-
-
79960490169
-
-
(GRE Board Research Report No. 00-06R). Princeton, NJ: Educational Testing Service
-
Morley, M. E., Bridgeman, B., & Lawless, R. R. (2004). Transfer between variants of quantitative items (GRE Board Research Report No. 00-06R). Princeton, NJ: Educational Testing Service.
-
(2004)
Transfer between variants of quantitative items
-
-
Morley, M.E.1
Bridgeman, B.2
Lawless, R.R.3
-
28
-
-
17444385005
-
Gains in Houston schools: How real are they?
-
December 3, Retrieved from
-
Schemo, D. J., & Fessenden, F. (2003, December 3). Gains in Houston schools: How real are they? New York Times. Retrieved from http://www.nytimes.com/2003/12/03/us/a-miracle-revisited-measuring-success-gains-inhouston-schools-how-real-are-they.html?pagewanted=1
-
(2003)
New York Times
-
-
Schemo, D.J.1
Fessenden, F.2
-
29
-
-
0012992650
-
Consequences of large-scale, high-stakes testing on school and classroom practice
-
In L. Hamilton, et al., Santa Monica, CA: RAND
-
Stecher, B. (2002). Consequences of large-scale, high-stakes testing on school and classroom practice. In L. Hamilton, et al., Test-based accountability: A Guide for practitioners and policymakers. Santa Monica, CA: RAND. http://www.rand.org/publications/MR/MR1554/MR1554.ch4.pdf
-
(2002)
Test-based accountability: A Guide for practitioners and policymakers
-
-
Stecher, B.1
-
30
-
-
0012060449
-
-
(CSE Technical Report 400). Los Angeles, CA: University of California Center for Research on Evaluation, Standards, and Student Testing
-
Stecher, B. M., & Mitchell, K. J. (1995): Portfolio driven reform: Vermont Teachers' understanding of mathematical problem solving (CSE Technical Report 400). Los Angeles, CA: University of California Center for Research on Evaluation, Standards, and Student Testing.
-
(1995)
Portfolio driven reform: Vermont Teachers' understanding of mathematical problem solving
-
-
Stecher, B.M.1
Mitchell, K.J.2
|