by admin | Jun 25, 2015 | Measurement, Performance Scoring
[Tests] take time, the critics say, put students under pressure and, in the case of standardized testing, crowd out other educational priorities. Henry L. Roediger How Tests Make Us Smarter New York Times, Sunday Review, July 18, 2014 Critics of standardized testing...
by admin | Jun 11, 2015 | Assessment Design, Measurement
“We need to change the way we think about testing. It shouldn’t be a white-knuckle finale to a semester’s work, but the means by which student’s progress from the start of a semester to its finish, locking in learning along the way and redirecting their effort to...
by admin | Jun 4, 2015 | Measurement
Tests have a bad reputation in education circles these days: They take time, the critics say, put students under pressure and, in the case of standardized testing, crowd out other educational priorities. But the truth is that, used properly, testing as part of an...
by admin | May 18, 2015 | Measurement
The terms “reliable” and “valid” are uttered every day in the assessment industry, whether it’s in a political interview or a blog that deals with testing in schools. Unfortunately, reliability and validity have both common and technical meanings, which cause...
by admin | May 4, 2015 | Assessment Design, Measurement
As described in Part 5 of this blog series, a test is designed for a specific purpose, such as granting certification or placing students in entry-level college courses. Specifically, K–12 educational testing aims to find something out about students, such as their...
by admin | Apr 13, 2015 | Accountability, Measurement
A test typically has a single specified purpose. In fact, if a test serves more than one purpose, the secondary or tertiary purposes are rarely well served. For example, the single purpose of an English language learner (ELL) assessment is to determine a student’s...
