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CONSTRUCTING CLASSROOM ACHIEVEMENT TESTS
Nurse Educator, 1978The primary criterion of a good classroom assessment instrument is that it reflect the proposed learning objectives. Consequently, defining objectives becomes the first step in evaluation. Without objectives, instructors find themselves teaching one thing and testing for another.
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Graded Achievement, Tested Achievement, and Validity
Educational Assessment, 2015Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time.
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Constructing Achievement Tests
1989It has become almost a tradition to consider as the only necessary equipment for one engaged in educational measurement some ingenuity in translating subject-matter content into short-answer forms of questions and familiarity with the statistical methods of computing central tendencies, percentiles, the standard deviation, and the coefficient of ...
George F. Madaus, Daniel L. Stufflebeam
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Educational Evaluation and Policy Analysis, 1980
pended, it is disturbing and frustrating to find that achievement testing has not improved substantially over the past approximately 50 years. However, that assertion is made here and it should come as no surprise; in fact, it has been made repeatedly and consistently by reviewers in recent years.
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pended, it is disturbing and frustrating to find that achievement testing has not improved substantially over the past approximately 50 years. However, that assertion is made here and it should come as no surprise; in fact, it has been made repeatedly and consistently by reviewers in recent years.
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