Zobrazeno 1 - 10
of 118
pro vyhledávání: '"Gerald Tindal"'
Publikováno v:
Education Policy Analysis Archives, Vol 23, Iss 0 (2015)
The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual
Externí odkaz:
https://doaj.org/article/f419537376194a93a591adbe748442f3
Autor:
Gerald Tindal, Thomas M. Haladyna
The need for a comprehensive volume that reviews both the processes and issues involved in developing, administering, and validating large-scale assessment programs has never been greater. These programs are used for many purposes, including instruct
Autor:
Gerald Tindal, Daniel Anderson
Publikováno v:
Learning Disability Quarterly. 42:3-16
With the shift from No Child Left Behind (NCLB) to Every Student Succeeds Act (ESSA), accountability models are being changed. Given the past 15 years of reporting on student subgroups and 10 years using various growth models, accountability systems
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5bf2ffa9ed61a75d86db23f7f409aaee
https://doi.org/10.1177/0731948718806660
https://doi.org/10.1177/0731948718806660
Publikováno v:
The Korean Educational Administration Society. 2:33-46
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2c7703f7af0b8744c92c2c915a940b6d
https://doi.org/10.22553/keas.2017.2.1.33
https://doi.org/10.22553/keas.2017.2.1.33
Publikováno v:
Educational Assessment. 22:189-204
For the past decade, the accountability model associated with No Child Left Behind (NCLB) emphasized proficiency on end of year tests; with Every Student Succeeds Act (ESSA) the emphasis on proficiency within statewide testing programs, though now in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::852e217a66096dfac420d953930c7a48
https://doi.org/10.1080/10627197.2017.1344093
https://doi.org/10.1080/10627197.2017.1344093
Publikováno v:
Applied Measurement in Education. 30:163-177
Unidimensionality and local independence are two common assumptions of item response theory. The former implies that all items measure a common latent trait, while the latter implies that responses are independent, conditional on respondents’ locat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e415d772d15cdb4403009d22f0b796f1
https://doi.org/10.1080/08957347.2017.1316277
https://doi.org/10.1080/08957347.2017.1316277
Autor:
Lindy Crawford, Gerald Tindal
Publikováno v:
Large-scale Testing of Students With Disabilities ISBN: 9780203764466
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be81da8f4acdd9eed133443079affd78
https://doi.org/10.4324/9780203764466-3
https://doi.org/10.4324/9780203764466-3
Publikováno v:
Remedial and Special Education. 38:195-206
Modeling growth for students with significant cognitive disabilities (SWSCD) is difficult due to a variety of factors, including, but not limited to, missing data, test scaling, group heterogeneity, and small sample sizes. These challenges may accoun
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9932097f1ebee3b0f896880a42e47432
https://doi.org/10.1177/0741932516678661
https://doi.org/10.1177/0741932516678661
Publikováno v:
Remedial and Special Education. 38:145-158
We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::dfcb8e5bc725323476620eb90c48a87c
https://doi.org/10.1177/0741932516663000
https://doi.org/10.1177/0741932516663000