ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00413.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.tb00414.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.tb00415.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

This paper considers two major problems related to the Identification of learning disabilities with individually administered achievement tests: the appropriateness of standard versus developmental scores for determining severity of discrepancy and the limitations of existing developmental score scales. The paper also examines the characteristics of the developmental score scales of individualized achievement tests commonly used to evaluate learning disabilities.

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00416.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Can teacher tests screen out unqualified individuals, strengthen the profession, attract better qualified candidates, and restore public confidence? Although 48 states have implemented or plan to implement some form of teacher testing, it is not clear whether these goals are always served.

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00417.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

In a second response to J. Patrick Rooney, the author counters Mr. Rooney's criticisms and defends the role of Educational Testing Service on the test bias issue.

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00418.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.tb00419.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.tb00420.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.tb00421.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Reliability is the property of a set of test scores that indicates the amount of measurement error associated with the scores. Teachers need to know about reliability so that they can use test scores to make appropriate decisions about their students. The level of consistency of a set of scores can he estimated by using the methods of internal analysis to compute a reliability coefficient. This coefficient, which can range between 0.0 and +1.0, usually has values around 0.50 for teacher‐made tests and around 0.90 for commercially prepared standardized tests. Its magnitude can be affected by such factors as test length, test‐item difficulty and discrimination, time limits, and certain characteristics of the group—extent of their testwiseness, level of student motivation, and homogeneity in the ability measured by the

ISSN:0731-1745    

DOI:10.1111/j.1745-3992.1988.tb00422.x

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY