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English learners' standardized test performance: A longitudinal perspective ...
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Flynn, Rita J.. - : University of Southern California Digital Library (USC.DL), 2016
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Interrelationships among academic self-concept, acculturation, and English proficiency in an English language development program ...
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Rhetorical abstraction as a facet of expected response: A structural equation modeling analysis ...
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A normative study of cross-cultural intelligence testing ...
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English Language Learner (ELL) Accountability and Resource Allocation: A Critical Analysis of ELL Educational Outcomes
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Assessing the assessments: using an argument-based validity framework to assess the validity and use of an English placement system in a foreign language context
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Abstract:
"Research carried out at the College of the Marshall Islands. Submitted December 20, 2011 to the Department of Linguistics, Division of Linguistics and Psychology, Macquarie University. This thesis is presented for the degree of Doctor of Philosophy in Applied ; Includes bibliographical references. ; 1. Introduction to the study -- 2. Literature review: recent advances in test validity and validation -- 3. Literature review: empirical investigations relevant to the current study -- 4. Materials and methods -- 5. Results -- 6. Summary, discussion and conclusion ; Use of a single, standardised instrument to make high-stakes decisions about testtakers is pervasive in higher education. Contrary to longstanding best practices encouraged by researchers, professional organizations, test publishers, and many accrediting bodies, however, few, if any such institutions have endeavoured to meaningfully validate the instrument(s) they use for their specific context and purposes. The current study attempted to address this void by developing and applying an argument-based validation framework for two widely adopted placement assessment methods - a standardised placement test (Accuplacer), and a locally developed and marked writing sample - utilised by a 2-year higher education institution in the Pacific. A hybrid of two validation structures - Kane's interpretive model and Bachman's assessment use argument - was implemented in order to assure a balanced focus on both test score interpretation and test utilization. Various types and sources of evidence informed the study, including instrument outcomes, student course results, institutional practices and policies, test publisher data, and the opinions of stakeholders gathered via focus group interview and questionnaires. Results are argued to provide insights regarding a number of current issues in the literature, including: i) debates regarding the relative strengths and weaknesses of standardised tests and locally developed and marked writing samples for informing placement decisions; ii) the value of locally conducted validation efforts to evaluate the performance and impact of an institution's chosen assessment instruments, and identifying opportunities for improvement; and iii) the need for further argument-based validation studies, particularly those which attend to both test score interpretation and the longneglected area of test utilization, to be carried out wherever assessments are used to make decisions which impact stakeholders. ; Mode of access: World Wide Web. ; 1 online resource (x, 194 pages) illustrations, charts, graphs
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Keyword:
assessment; Educational evaluation; Educational tests and measurements; higher education; language testing; placement; Psychological tests; Psychological tests -- Evaluation; Psychological tests -- Interpretation; Psychological tests -- Interpretation -- Case studies; Psychometrics; student success
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URL: http://hdl.handle.net/1959.14/284597
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Examining NAEP: The Effect of Item Format on Struggling 4th Graders' Reading Comprehension
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Examining NAEP: The Effect of Item Format on Struggling 4th Graders' Reading Comprehension
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Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments
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Triangulating Evidence to Investigate the Validity of Measures: Evidence from Discussion during Instruction, Cognitive Interviews, and Written Assessments
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Putting assessment for learning into practice in a higher education EFL context
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A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination.
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Liu, Jun.. - : Northern Illinois University., 2006
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A Rasch model analysis of the standards for teacher competence in educational assessment of students using the Classroom Assessment Practices Inventory.
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The utility of curriculum-based measurement writing indices for progress monitoring and intervention.
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The effect of authentic assessments on fifth-grade student science achievement and attitudes.
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The effects of a monitoring and assessment program on the learning and teaching processes of the primary classroom
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A study of the relationship of reading curricula and the outcome of the Illinois Goals Assessment Program (IGAP) Reading Assessment.
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An investigation of informal reading inventory scoring criteria with average second- and fourth-grade students.
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