Zobrazeno 1 - 10
of 59
pro vyhledávání: '"Edward H. Haertel"'
Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instru
Publikováno v:
Educational Assessment. 23:250-276
We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroo...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::afdc1e9217c7ee77300d82fe66def622
https://doi.org/10.1080/10627197.2018.1515010
https://doi.org/10.1080/10627197.2018.1515010
Autor:
Edward H. Haertel
Publikováno v:
Educational Psychologist. 53:203-216
In the service of educational accountability, student achievement tests are being used to measure constructs quite unlike those envisioned by test developers. Scores are compared to cut points to create classifications like “proficient”; scores a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d6aa217bd369507091a95afb32b646c9
https://doi.org/10.1080/00461520.2018.1476868
https://doi.org/10.1080/00461520.2018.1476868
Autor:
Edward H. Haertel
Publikováno v:
American Journal of Education. 124:373-377
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ebf47be7168b42ae1cb60ca3aad90553
https://doi.org/10.1086/697069
https://doi.org/10.1086/697069
Autor:
Edward H. Haertel
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 116:1-6
Background This brief reflection on the work of the Gordon Commission calls out significant themes and implications found in the various papers authored by the commissioners and other scholars, especially those included in this special issue of Teach
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b2d7e0665e80734fbd02ee3ad1e37acf
https://doi.org/10.1177/016146811411601110
https://doi.org/10.1177/016146811411601110
Autor:
Edward H. Haertel
Publikováno v:
Journal of Educational Measurement. 50:84-90
In validating uses of testing, it is helpful to distinguish those that rely directly on the information provided by scores or score distributions (direct uses and consequences) versus those that instead capitalize on the motivational effects of testi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::581a9e6106d9e74513a7af72792df5d6
https://doi.org/10.1111/jedm.12002
https://doi.org/10.1111/jedm.12002
Autor:
Edward H. Haertel
Publikováno v:
Measurement: Interdisciplinary Research & Perspective. 11:1-18
Validation research for educational achievement tests is often limited to an examination of intended test score interpretations. This article calls for an expansion of validation research in three dimensions. First, validation must attend to actual t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dd7264f6aad4e615b82f880ceae6a448
https://doi.org/10.1080/15366367.2013.783752
https://doi.org/10.1080/15366367.2013.783752
Autor:
Pamela A. Moss, Edward H. Haertel
Publikováno v:
Handbook of Research on Teaching
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::77cc53fcea7cd1db9b1b732b95129fe5
https://doi.org/10.3102/978-0-935302-48-6_3
https://doi.org/10.3102/978-0-935302-48-6_3
Publikováno v:
Social Science Research. 41:1003-1016
Survey researchers often administer batteries of questions to measure respondents’ abilities, but these batteries are not always designed in keeping with the principles of optimal test construction. This paper illustrates one instance in which foll
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4647e141cdf6f7da1c3043b0ebfe9065
https://doi.org/10.1016/j.ssresearch.2012.05.007
https://doi.org/10.1016/j.ssresearch.2012.05.007
Autor:
Xin Wei, Edward H. Haertel
Publikováno v:
Educational Measurement: Issues and Practice. 30:13-22
Contemporary educational accountability systems, including state-level systems prescribed under No Child Left Behind as well as those envisioned under the “Race to the Top” comprehensive assessment competition, rely on school-level summaries of s
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a084c6d1bdf61f478f5181e8a609f31d
https://doi.org/10.1111/j.1745-3992.2010.00196.x
https://doi.org/10.1111/j.1745-3992.2010.00196.x