The role of cramming for examinations and its impact on the use of learning strategies : A comparison between Japanese students and Singaporean students [PDF]
, 2012 Students use variety of learning strategies to achieve their perceived learning goals. These strategies range from memory-oriented learning typical of cramming for objective tests, to deep-processing strategies characteristic of what we have defined as ...
Leong Chan Hoong, Makio TAIRA
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Outlier Detection in High‐Stakes Certification Testing [PDF]
Journal of Educational Measurement, 2002 Recent developrnents of person‐Jit analysis in computerized adaptive testing (CAT) are discussed. Methods from stutistical process control are presented that have been proposed to classify an item score pattern as fitting or misjitting the underlying item response theory model in CAT. Most person‐fit research in CAT is restricted to simulated data.
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“Lake Woebegone,” Twenty Years Later
Nonpartisan Education Review, 2006 Twenty years ago, John Cannell developed data on test scores that became known as the “Lake Woebegone effect.” This commentary describes that experience.
John Jacob Cannell, M.D.
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Individual ability on high-stakes test: Choosing cumulative score or rasch for scoring model
Jurnal Penelitian dan Evaluasi PendidikanIn a test, a method is required to estimate an individual's ability based on their responses. Typically, this is done by summing the correct responses or calculating a cumulative score. An alternative method is the Rasch model.
Muhammad Dhiyaul Khair, Sukaesi Marianti
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Strengthening Incentives for Student Effort and Learning: Michigan’s Merit Award Program? [PDF]
, 2001 [Excerpt] One of the primary reasons American students learn a good deal less during secondary school than students in other industrialized nations is that they devote less time and intellectual energy to the task.1 Accountability systems designed to get
Bishop, John H.
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STEM students prefer assessment practices known to reduce the impact of test anxiety
Nordic Journal of STEM EducationUndergraduate introductory STEM courses often rely on few, high-stakes exams to assess student learning. This assessment strategy engenders high test anxiety and negatively impacts academic performance.
R.A. Costello +6 more
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High-stakes Testing: Another Analysis
Education Policy Analysis Archives, 2003 Amrein and Berliner (2002b) compared National Assessment of Educational Progress (NAEP) results in high-stakes states against the national average for NAEP scores. They studied NAEP scores for 8th grade mathematics, 4th grade mathematics, and 4th grade reading.
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Effects of the California High School Exit Exam on Student Persistence, Achievement, and Graduation [PDF]
, 2009 Analyzes the impact of the exit exam requirement on student persistence, achievement, and graduation by race/ethnicity and gender and the factors behind the differential effects.
Allison Atteberry +3 more
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The Role of End-of-Course Exams and Minimum Competency Exams in Standards-Based Reforms [PDF]
, 2000 [Excerpt] Educational reformers and most of the American public believe that most teachers ask too little of their pupils. These low expectations, they believe, result in watered down curricula and a tolerance of mediocre teaching and inappropriate ...
Bishop, John H. +3 more
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The Political Legacy of School Accountability Systems
Education Policy Analysis Archives, 1998 The recent battle reported from Washington about proposed national testing program does not tell the most important political story about high stakes tests.
Sherman Dorn
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