Criteria for Reviewing District Competency Tests [electronic resource] / Joan L. Herman.
A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED228273 | ||
| 099 | |f ERIC DOC # |a ED228273 | ||
| 100 | 1 | |a Herman, Joan L. | |
| 245 | 1 | 0 | |a Criteria for Reviewing District Competency Tests |h [electronic resource] / |c Joan L. Herman. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 30 p. | ||
| 500 | |a ERIC Document Number: ED228273. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (ED), Washington, DC. |5 ericd. | ||
| 520 | |a A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency goals and the extent to which the tests reflect those definitions--the match between district objectives and test items. The technical quality perspective examines the adequacy of the test as a sound measurement instrument--the goodness of the test itself. Standard setting procedures look at how the district has defined acceptable performance--the standard for determining remedial needs. Finally, curricular validity looks at how well the district's instructional program reflects its objectives and assessment efforts--the match between tests and instruction. (PN) | ||
| 650 | 1 | 7 | |a Criterion Referenced Tests. |2 ericd. |
| 650 | 0 | 7 | |a Cutting Scores. |2 ericd. |
| 650 | 1 | 7 | |a Evaluation Criteria. |2 ericd. |
| 650 | 0 | 7 | |a Formative Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Minimum Competency Testing. |2 ericd. |
| 650 | 0 | 7 | |a Models. |2 ericd. |
| 650 | 0 | 7 | |a Performance Factors. |2 ericd. |
| 650 | 1 | 7 | |a School Districts. |2 ericd. |
| 650 | 0 | 7 | |a Standard Setting (Scoring) |2 ericd. |
| 650 | 0 | 7 | |a Test Bias. |2 ericd. |
| 650 | 0 | 7 | |a Test Reliability. |2 ericd. |
| 650 | 1 | 7 | |a Test Reviews. |2 ericd. |
| 650 | 0 | 7 | |a Test Validity. |2 ericd. |
| 650 | 1 | 7 | |a Testing Programs. |2 ericd. |
| 710 | 2 | |a University of California, Los Angeles. |b Center for the Study of Evaluation. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED228273.pdf |z Full Text (via ERIC) |
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