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Full-Text Articles in Education
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
The Validity Of Validity In Debra P.: Judicial And Psychometric Perspectives On Test Consequences, Charles Olney, Brent Duckor
Faculty Publications
We explore the uses and functions of ‘validity’ as a boundary marker between legal theory and psychometrics. Standardized testing regimes rely on experts to articulate the limits of validity. When challenged in courts, these limits become the subject of contestation, requiring practitioners to litigate the validity of validity. This process generates significant discontinuities, resulting from different conceptual relationships to the idea of validity. Through a qualitative textual analysis of specific case law and a quantitative examination of Lexis-Nexis database archives, we trace how legal reasoning elides new developments in psychometric research that would broaden and enrich judicial treatments while showing …
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Does The Test Work? Evaluating A Web-Based Language Placement Test, Avizia Long, Sun-Young Shin, Kimberly Geeslin, Erik Willis
Faculty Publications
In response to the need for examples of test validation from which everyday language programs can benefit, this paper reports on a study that used Bachman’s (2005) assessment use argument (AUA) framework to examine evidence to support claims made about the intended interpretations and uses of scores based on a new web-based Spanish language placement test. The test, which consisted of 100 items distributed across five item types (sound discrimination, grammar, listening comprehension, reading comprehension, and vocabulary), was tested with 2,201 incoming first-year and transfer students at a large, Midwestern public university. Analyses of internal consistency and validity revealed the …
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Binning For Equity And Access: Formative Assessment–Focused Teacher Professional Development For Middle School Mathematics Classrooms, Brent Duckor, Carrie Holmberg, Joanne Becker
Faculty Publications
While research has shown for over a decade that teachers who engage in formative assessment (FA) practices may have the most powerful impact on student learning (Black & Wiliam, 1998; Hattie, 2012) less is known about the development of teachers’ knowledge and use of formative assessment as they plan, enact, and reflect on their practice. Our qualitative case study focuses on how in-service middle school math teachers take up the specific moves (Author, 2014a) associated with formative assessment practice as they plan, enact, and reflect on their practices as part of a FA-focused professional development cycle of inquiry. The study …
Characteristics And Predictors Associated With Teacher And Faculty Use Of Online Data Collection In Teacher Preparation Settings, Susan Gracia
Faculty Publications
The purpose of this study was to examine some of the gaps in the research around the use of online surveys in teacher preparation settings by exploring the attitudes toward technology and online evaluations, as well as predictors of user assessment of online data collection methodology, among 222 College Supervisors and Cooperating Teachers. Research questions centered around the status of and relationships among College Supervisor/Cooperating Teacher demographic variables, level of computer experience, computer proficiency, attitude toward technology, perceived ease of use, perceived usefulness, facilitating conditions, and overall assessment of online student teacher evaluations. Findings indicated that Cooperating Teachers experienced far …
Aligning Paper Tests With Multimedia Instruction, Scott L. Howell
Aligning Paper Tests With Multimedia Instruction, Scott L. Howell
Faculty Publications
Although the "click-and-point" virtual classrooms of today hardly resemble the brick-and-mortar classrooms of yesterday, one thing seems to not have changed: the prevalence of paper-based tests. Paper-based tests have been the staple of education for centuries and will most likely persist for many years to come. This article explores some of the issues surrounding the growing chasm between the way students are now taught and how they are still tested from three perspectives: researcher, student, and teacher.