Bøger i Evaluation in Education and Human Services serien

Helps the reader understand contemporary equity issues in educational testing and assessment and to examine these issues in the context of educational reform. The book explores the factors that contribute to the gaps in student achievement along racial and social class lines, and offers ideas for improving the measurement of America's students.

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

Scoring Performance Assessments Based on Judgements focuses on the applications of Generalizability Theory to Performance Assessment. These principles can be used to guide the design of assessment procedures including those used in large-scale testing programs, observations, and structured interviews.

In 1976, the first session on the teaching of evaluation was held at an annual meeting of evaluators. Eventually the group for malized itself with the American Evaluation Association as the Topical Interest Group in the Teaching of Evaluation (TIG: TOE).

Presents the foundations of self-evaluation as well as self-evaluation models and tools that are likely to help educational practitioners to evaluate their own teaching and thus raise the level of their professional functioning.

In 1976, the first session on the teaching of evaluation was held at an annual meeting of evaluators. Eventually the group for malized itself with the American Evaluation Association as the Topical Interest Group in the Teaching of Evaluation (TIG: TOE).

This is the case, in our view, for one crucial reason: Both the more quantitative, empirical-analytic and qualitative, interpretive traditions share a fundamental epistemological commitment: they both eschew ideology and human interests as explicit components in their paradigms of inquiry.

To address this last concern, the Development and Demonstration Center in Continuing Education for the Health Professions of the Univer sity of Southern California organized and conducted a meeting of academi cians and practitioners in evaluation of continuing education.

My interest in and appreciation for program evaluation began in the early 1970's when conducting a curriculum development research project at the University of Florida's P.

Major institutions of higher education typically require applicants to supplement their records of academic achievement with scores on college admissions tests. In the labor market, as a condition of employment or assignment to training programs, more and more employers are requiring workers to sit for personnel selection tests.

Reviews of the training research literature show that, parallel to the growing attention to corporate training, research has also increased in the field, giving a better understanding of the subject and providing fundamental expertise on which trainers can build.

With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions.

Every school district needs a system of sound superintendent performance evaluation. Superintendent Performance Evaluation outlines some of the problems and deficiencies in current evaluation practice and offers professionally-based leads for strengthening or replacing superintendent performance evaluation systems.

Standardized testing in the United States has been increasing at a rapid pace. One of the main features of this book is that the market for standardized testing is highly fractured - with segments of the market facing monopoly conditions, others facing oligopoly conditions and still others where near free-market conditions exist.

Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

On the psychometric front, advances in topics such as item response theory, criterion-referenced measurement, generalizability theory,* analy sis of covariance structures, and validity generalization are reshaping the ways that ability and achievement tests are constructed and evaluated, and that test scores are interpreted.

Finally, this book presents a compendium of important issues about test items, including procedures for ordering items in a test, ethical and legal concerns over using copyrighted test items, item scoring schemes, computer-generated items and more.