共查询到20条相似文献，搜索用时 421 毫秒
1.
Walter D. Way 《Educational Measurement》1998,17(4):17-27
What are the issues and techniques involved in protecting the integrity of item pools in computerized testing? How can item exposure be limited? How do security issues differ in computerized testing and paper-and-pencil testing? 相似文献
2.
What has been the impact of high stakes achievement testing on curriculum and testing practice? How serious is the problem of cheating on Standardized achievement tests? What steps can we take to improve the validity of test-based information for a variety of educational purposes? 相似文献
3.
How can focus groups be used to examine issues of consequential validity in large-scale assessment? In relation to a new large-scale assessment, what are teacher concerns, and how do these concerns differ by type of school district? What are the strengths and weaknesses in this approach to looking at consequential validity? 相似文献
4.
Edward H. Haertel 《Educational Measurement》1999,18(4):5-9
What do we need to do to establish the validity of high-stakes testing programs? How can we move away from a “confirmationist” bias? What questions haven't we been asking that we need to ask? 相似文献
5.
James B. Olsen Apryl Cox Charles Price Mike Strozeski Idolina Vela 《Educational Measurement》1990,9(2):7-10
How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified? 相似文献
6.
Teaching About Communicating Assessment Results and Grading 总被引：2，自引：0，他引：2
Susan M. Brookhart 《Educational Measurement》1999,18(1):5-13
How should a course on classroom assessment differ from an introductory psychometrics course? How should such a course be taught? How large a role should instruction concerning grading and communicating play in such a course? 相似文献
7.
Richard P. Phelps 《Educational Measurement》1996,15(3):19-27
How should amount of testing be defined? On average, how many hours does a U.S. student spend on testing? How does this compare with testing time in other countries? How do the type and purpose of testing vary from U.S. to other countries? 相似文献
8.
The Effects of Standardized Testing on Teaching and Schools 总被引：1，自引：0，他引：1
How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low-SES and high-SES classrooms? How much impact does "teaching to the test" appear to have on test scores? 相似文献
9.
Thomas E. Langenfeld 《Educational Measurement》1997,16(1):20-26
What two major approaches have been used to study gender bias in test scores? How do statistical DIF detection methods differ? How does DIF screening of items affect mean score differences? 相似文献
10.
The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument 总被引：1，自引：0，他引：1
Suzanne Lane 《Educational Measurement》1993,12(2):16-23
How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique? 相似文献
11.
Robert M. Guion 《Educational Measurement》1995,14(4):25-27
Is construct validity relevant to performance assessment? Can these assessments allow meaningful comparisons? How can we minimize validity-reducing errors? 相似文献
12.
How can we assess the opportunity that students have to learn the material they find on tests? How do students' perceptions of opportunity to learn differ from their teachers? 相似文献
13.
Lloyd Bond 《Educational Measurement》1995,14(4):21-24
Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured? 相似文献
14.
Richard P. Phelps 《Educational Measurement》2000,19(1):11-21
Is standardized testing on the decline outside the United States? How much testing goes on internationally? What types of testing and for what purposes? 相似文献
15.
Ernest A. Bauer 《Educational Measurement》1992,11(1):10-14
Why do school districts use Standardized tests? What kinds of testing programs are most common? How much do school testing programs cost? Should publishers coordinate their test standardization efforts? 相似文献
16.
How generalizable are the scores from performance-based assessments? How can we best increase the gener-alizability of results? What level of generalizability is needed for different testing purposes? 相似文献
17.
What are secondary school teachers' views on testing and grading practices? What clusters of opinions can be categorized as ‘flexible,”“opposed to difficult testing,” or “hard-nosed?” How should the use of test results for grading be treated in teacher in-service training programs? 相似文献
18.
如何在新时期搞好职业实习就业指导工作?如何更好地做到"工学结合,校企合作"?本文主要从实习指导师资准备、有针对性地对学生进行思想教育工作和确定实习指导内容三个方面谈谈自己的见解。 相似文献
19.
Carol Nixon 《Teaching Statistics》1992,14(2):2-6
How many sixth-formers have part-time paid employment, and does this affect their performance at A-level? This article describes how one teaching institution set up a project to collect and analyse data in an attempt to find answers to these questions. 相似文献
20.
George F. Madaus 《Educational Measurement》1992,11(1):26-31
Do we need an independent auditing mechanism for standardized testing? How effective are existing approaches for maintaining high standards of test development and use? What approaches to auditing testing seem promising? 相似文献