ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00835.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00836.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

The author discusses conditions under which Measurement Driven Instruction might and might not produce its expected results. He considers how test stakes, Performance standards, and the nature of content assessment interrelate to influence the operation of MDI programs. In discussing instructional expectations and realities as they apply to MDI, he argues that under some conditions instruction driven by measurement measurement corrupt the measurement process.

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00837.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

In the summer 1988 Issue of EM, John Cannell presented evidence Indicating that most states and schools are scoring above average on nationally normed elementary achievement tests. This phenomenon has come to be known as the Lake Wobegon Effect after the mythical town of Lake Wobegon where all children are above average. The summer 1988 Issue also Included commentaries on Cannels work by representatives of major test publishers and officials In the U.S. Department of Education. In this follow‐up article, Cannell responds to criticisms of his previous wor

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00838.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Phillips and Clarizio (1988) make a serious error In concluding that developmental standard score scales produce unrealistic expectations for growth of low‐achieving students. The nature of their error is described in this response to their pape

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00839.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Different scaling procedures applied to the same empirical data can result in conflicting growth patterns. To retain standing in the norm group, some developmental scales require low‐achieving students to gain more annually than high‐achieving students. Thus, for low‐achieving students, the growth patterns exhibited by grade equivalent scales may be more reasonable than those for developmental standard score s

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00840.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Yen states that “Phillips and Clarizio (1988) make a serious error in concluding that developmental standard score scales produce unrealistic expectations for growth of low‐achieving students.” The reply that follows argues that Yen's response is justified only if low‐achieving students are tested in an inappropri

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00841.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00842.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This instructional module is intended to promote a conceptual understanding of test form equating using traditional methods. The purpose of equating and the context in which equating occurs are described. The process of equating is distinguished from the related process of scaling to achieve comparability. Three equating designs are considered, and three equating methods—man, linear, and equipercentile—are described and illustrated. Special attention is given to equating with nonequivalent groups, and to sources of equating er

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00843.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY