Predicting the College Grade Point Averages of Special-tested Students from Their ACT Assessment Scores and High School Grades PDF Download
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Author: Robert L. Ziomek
Publisher:
ISBN:
Category : Learning disabled
Languages : en
Pages : 36
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Book Description
Author: Robert L. Ziomek
Publisher:
ISBN:
Category : Learning disabled
Languages : en
Pages : 36
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Book Description
Author: Charles Secolsky
Publisher: Routledge
ISBN: 131748553X
Category : Education
Languages : en
Pages : 1112
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Book Description
In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices in the fields of measurement, assessment, and evaluation, with guidance on how to apply these ideas for the benefit of students and institutions. Bringing together terminology, analytical perspectives, and methodological advances, this second edition facilitates informed decision-making while connecting the latest thinking in these methodological areas with actual practice in higher education. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309092531
Category : Education
Languages : en
Pages : 151
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Author: Julie Noble
Publisher:
ISBN:
Category : College entrance achievement tests
Languages : en
Pages : 80
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1116
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Book Description
Author: Williamson F. Evers
Publisher: Hoover Institution Press
ISBN: 0817929835
Category : Education
Languages : en
Pages : 353
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Book Description
This book takes a hard look at the professional, technical, and public policy issues surrounding student achievement and teacher effectiveness—and shows how testing and accountability can play a vital role in improving American schools.
Author: Rebecca Zwick
Publisher: Harvard University Press
ISBN: 0674977661
Category : Education
Languages : en
Pages : 180
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Book Description
When it comes to the hotly disputed topic of college admissions, the one thing everyone agrees about is that it’s unfair. But there is little agreement on what a fair process would be. Rebecca Zwick takes a hard look at the high-stakes competition of U.S. college admissions today. Illustrating her points using analyses of survey data from applicants to the nation’s top colleges and universities, she assesses the goals of different admissions systems and the fairness of criteria—from high school grades and standardized test scores to race, socioeconomic status, and students’ academic aspirations. The demographic makeup of the class and the educational outcomes of its students can vary substantially, depending upon how an institution approaches its task. Who Gets In? considers the merits and flaws of competing approaches and demonstrates that admissions policies can sometimes fail to produce the desired results. For example, some nontraditional selection methods can hurt more than help the students they are intended to benefit. As Zwick shows, there is no objective way to evaluate admissions systems—no universal definition of student merit or blanket entitlement to attend college. Some schools may hope to attract well-rounded students, while others will focus on specific academic strengths. What matters most is that a school’s admissions policy reflects its particular educational philosophy. Colleges should be free to include socioeconomic and racial preferences among their admissions criteria, Zwick contends, but they should strive for transparency about the factors they use to evaluate applicants.
Author: United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 1092
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Book Description
Author: Robert L. Brennan
Publisher: Rowman & Littlefield
ISBN: 1493082256
Category : Education
Languages : en
Pages : 804
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Book Description
Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.
