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ERIC Clearinghouse on Tests, Measurement, and Evaluation

Overview
Works: 186 works in 278 publications in 1 language and 5,027 library holdings
Genres: Bibliography  Case studies 
Publication Timeline
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Most widely held works about ERIC Clearinghouse on Tests, Measurement, and Evaluation
 
Most widely held works by ERIC Clearinghouse on Tests, Measurement, and Evaluation
Understanding achievement tests : a guide for school administrators by Lawrence M Rudner( Book )

2 editions published in 1989 in English and held by 166 WorldCat member libraries worldwide

Current information about tests and testing procedures is provided for school district staff, particularly in districts without specially trained testing directors. Practical information is given about selecting and administering tests and about reporting results effectively. This guide opens with a discussion of the basic principles of testing. The various types of district-level tests are described, and different types of test scores are presented. The advantages and limitations of certain types of tests and scores are reviewed. The viewpoints of measurement experts on important issues in testing are expressed in the following chapters: (1) "Common Misuses of Standardized Tests" (Eric Gardner); (2) "Preparing Students To Take Standardized Achievement Tests" (William A. Mehrens); (3) "Matching Your Curriculum and Standardized Tests" (Jane C. Conoley); (4) "Using Customized Standardized Tests" (Paul L. Williams); (5) "Interpreting Test Scores for Compensatory Education Students" (Gary Echternacht); and (6) "Working with the Press" (Allan Hartman). Four additional discussions are appended: "Finding Information about Standardized Tests' (Lawrence M. Rudner and Kathryn Dorko); Organizations That Provide Test Information" (Ronald T.C. Boyd); "Putting Test Scores in Perspective: Communicating a Complete Report Card for Your Schools" (M. Kevin Matter); and "Major Achievement Tests and Their Characteristics" (Northwest Regional Education Laboratory). Names and addresses of major test publishers, and a glossary of testing terms are also included. (Sld)
Legal issues in testing by Ruth Axman Childs( Book )

3 editions published between 1985 and 1990 in English and held by 146 WorldCat member libraries worldwide

Court cases are presented that illustrate some of the issues that courts have dealt with in the area of educational testing. While this study was developed primarily for parents, the booklet should also help school administrators and testing professionals learn about court cases and precedents relevant to some major issues in educational testing. This document is not a comprehensive listing of court cases and precedents on the issue of educational testing, and it does not fully discuss the implications of these cases and precedents. The study simply provides an overview of the following critical issues, each represented by a particular case: racial and cultural bias (Larry P.V. Riles); linguistic bias in tests (Diana V. California State Board of Education); test results that dominate special education placement dicisions (Larry P.V. Riles); failure to test sufficiently or at the appropriate time (Hoffman V. Board of Education of New York City); unequal opportunities to learn tested material (Debra P.V. Turlington); assignment to ability tracks without educational justification (Dillon County School District); racial discrimination in the interpretation of college admission test results (Regents of the State of California V. Bakke); gender discrimination in the interpretation of test results (Bray V. Lee); use of the wrong type of test (Sharif V. New York State Education Department); use of test results to deny education (Pennsylvania Association for Retarded Children V. Commonwealth of Pennsylvania); and access to student academic records (Family Education Rights and Privacy Act of 1974). a list of court cases cited in the study is appended. (Tjh)
A Bibliography to accompany the Joint Committee's standards on educational evaluation by Barbara M Wildemuth( Book )

4 editions published in 1981 in English and held by 101 WorldCat member libraries worldwide

An annotated bibliography is organized to match the format of the Standards for Evaluations of Educational Programs, Projects, and Materials, including sections on utility, feasibility, propriety, and accuracy of evaluations. It identifies literature that includes in-depth information about the issues covered in the Standards. The Standards are intended to guide evaluations of programs, projects, or materials in elementary, secondary, higher, or adult education. The intended audience includes persons who commission, conduct, or use evaluations, especially teachers, administrators, evaluators, curriculum specialists, school board members, legislators, counselors, leaders of educational associations, and parents. (Author/PN)
Testing information sources for educators by Emily Fabiano( Book )

2 editions published in 1987 in English and held by 94 WorldCat member libraries worldwide

Microcomputer programs for educational statistics : a review of popular programs by Paul M Stemmer( Book )

6 editions published between 1985 and 1989 in English and held by 86 WorldCat member libraries worldwide

Measures for adult literacy programs by Gregg B Jackson( Book )

2 editions published in 1989 in English and held by 85 WorldCat member libraries worldwide

Sixty-three commercially-available instruments for measuring the outcomes of adult literacy programs are reviewed. Tests of basic reading, writing, and mathematics skills; oral English proficiency of English as a second language students; affective outcomes; and critical thinking are included. The instruments include paper-and-pencil tests, structured interviews, and self-report forms. Practical considerations are cited, and strengths and weaknesses are highlighted. Each review includes: the acronym for the instrument's title, authors and dates of publication, purpose, description of the exercises and scores, procedures for administration, information about alternate test forms, reliability data, validity data, procedures for scoring and interpretation, general comments, restrictions on availability, prices, and source of the instrument. The reviews can be used: to find instruments appropriate for a given evaluation; to find background information on an instrument that is cited in a report or mentioned by a colleague; to defend against the imposition of ill-suited instruments by government authorities and funding agencies; and as a source of ideas on content, types of exercises, requirements for credible measurement, and pitfalls to be avoided when developing one's own instruments. A list of 56 tests that are relevant but were not reviewed is provided. (Rlc)
Microcomputers in educational research by Craig W Johnson( Book )

3 editions published in 1982 in English and held by 85 WorldCat member libraries worldwide

The exponential increase in the availability of microcomputers will have a tremendous impact on educational research. Already, the microcomputer has provided the key to the solution of some previously overwhelming methodological problems. It has enabled investigators to conduct exciting new lines of research while creating more general implications for future disciplined inquiry within the educational community. Educational researchers, aware of the importance of this new technology, are seeking guidance. There are primarily three areas of application for the researcher who is considering the use of a microcomputer: (1) use of the microcomputer to control experiments, (2) use of the microcomputer to collect data, and (3) use of the microcomputer to process data and results of research. This monograph reviews state-of-the-art microcomputer applications and provides guidance for evaluating and comparing microcomputers, for pursuing research objectives with microcomputers, and for ferreting out further information concerning microcomputers. Resources for microcomputer research applications, checklist of product performance, and a microcomputer top ten buyers' guide are included. (Author/PN)
Measuring school effectiveness : guidelines for educational practitioners by Judith M Frederick( Book )

3 editions published in 1987 in English and held by 83 WorldCat member libraries worldwide

Identifying effective and ineffective schools is a dominant issue in education in light of the increasing concern for achievement and accountability. Educators involved in school improvement projects face the dilemma of choosing from a variety of methods for measuring school effectiveness. The primary purpose of this paper is to describe for teachers and principals the methods and issues related to the identification of effective schools. Definition of school effectiveness is a complex task, one which should be expressed in terms of qualitative variables (school climate, instructional leadership, high expectations, etc.) as well as quantitative variables (achievement scores). The different methods used to measure school effectiveness can be analyzed along four basic dimensions: (1) level of aggregation; (2) criteria of effectiveness; (3) time frame of analysis; and (4) population. The patterns that have emerged in studying schools as complex social systems reveal a set of distinct characteristics in high-achieving schools. These factors include: (1) strong administrative leadership, particularly in the area of curriculum and instruction; (2) an orderly, safe environment conducive to learning; (3) a pervasive and broadly understood instructional focus emphasizing a commitment to basic skills; (4) teacher behaviors that convey the expectation that all students must obtain at least minimum mastery; and must obtain at least minimum mastery; and pupil achievement as the basis of program evaluation. (Lmo)
Reporting test scores to different audiences by Joy A Frechtling( Book )

3 editions published in 1983 in English and held by 83 WorldCat member libraries worldwide

The purpose of this document is to address issues related to the release of test scores to a variety of audiences: parents, school board members, school staff, the news media, and the general public. Guidelines or recommendations for reporting test data are provided. The recommendations are based both on experiences in reporting test results and an informal review of a sample of test reports from school districts across the nation (see Appendix a). Annual reports on testing programs should include (1) descriptive information of the testing program, test content, and test scores; (2) test results for districts, as well as for individual schools; and (3) cautions concerning how the data should and should not be interpreted. Reports to parents will include the same information, but focused on an individual student. Reports to staff will focus on a class or a school. Suggestions for using test data for comparing schools, determining weak and strong areas, and determining if a school did as well as it should have are presented. Commonly used test terms, testing textbooks that include discussions of testing terms, and reports of test results cited in "Research and Evaluation Studies from Large School Districts 1982" are included in the appendices. (Pn)
State educational assessment programs, 1973 revision by Center for Statewide Educational Assessment( Book )

4 editions published in 1973 in English and held by 82 WorldCat member libraries worldwide

The case for validity generalization by Fred Rafilson( Book )

1 edition published in 1991 in English and held by 81 WorldCat member libraries worldwide

Assessing civics education by Lawrence M Rudner( Book )

1 edition published in 1991 in English and held by 81 WorldCat member libraries worldwide

The Secretary of Labor's Commission on Achieving Necessary Skills by Deborah Whetzel( Book )

1 edition published in 1992 in English and held by 80 WorldCat member libraries worldwide

Meta-analysis in educational research by Robert L Bangert-Drowns( Book )

1 edition published in 1991 in English and held by 80 WorldCat member libraries worldwide

Using biodata as a selection instrument by Jennifer Crafts( Book )

1 edition published in 1991 in English and held by 80 WorldCat member libraries worldwide

Steps in designing an indicator system by Richard J Shavelson( Book )

1 edition published in 1991 in English and held by 80 WorldCat member libraries worldwide

The case against a national test by Lynn Davey( Book )

1 edition published in 1991 in English and held by 78 WorldCat member libraries worldwide

What are educational indicators and indicator systems? by Richard J Shavelson( Book )

1 edition published in 1991 in English and held by 78 WorldCat member libraries worldwide

Minimum competency testing and the handicapped by Barbara M Wildemuth( Book )

3 editions published between 1983 and 1990 in English and held by 78 WorldCat member libraries worldwide

This brief overview of minimum competency testing and disabled high school students discusses: the inclusion or exclusion of handicapped students in minimum competency testing programs; approaches to accommodating the individual needs of handicapped students; and legal issues. Surveys of states that have mandated minimum competency tests indicate that many states' requirements specifically mention provisions for handicapped students. The method of test administration is often modified, and should be based on the modifications indicated in the student's individualized educational program (iep). Approaches which have been used by states include: (1) the exclusion of severely handicapped students; (2) use of different graduation requirements, such as completion of the iep or a different weight for the test score; and (3) testing modifications which allow physically disabled students to complete the test, such as Braille editions. Legal problems may arise when certain students are not allowed to take the minimum competency test, and are therefore denied the opportunity to earn a diploma. Problems of discrimination may also arise if remedial instruction is not available to disabled students, or if evaluation standards are applied inconsistently within a state. (Gdc)
The application of case study evaluations by Lynn Davey( Book )

2 editions published in 1991 in English and held by 78 WorldCat member libraries worldwide

 
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Audience level: 0.49 (from 0.28 for Evaluation ... to 0.59 for A Bibliogr ...)

Alternative Names
American Institutes for Research. ERIC Clearinghouse on Tests, Measurement, and Evaluation

Clearinghouse on Tests, Measurement, and Evaluation, ERIC

E.R.I.C. Clearinghouse on Tests, Measurement, and Evaluation

Educational Resources Information Center (U.S.). Clearinghouse on Tests, Measurement, and Evaluation

ERIC/CTME

Languages
English (46)