Zobrazeno 1 - 10
of 208
pro vyhledávání: '"James C. Impara"'
Autor:
Sireci, Stephen G.
Publikováno v:
Journal of Educational Measurement, 1997 Jul 01. 34(2), 184-187.
Externí odkaz:
https://www.jstor.org/stable/1435354
Autor:
Izard, John
Publikováno v:
Journal of Educational Measurement, 1995 Oct 01. 32(3), 320-322.
Externí odkaz:
https://www.jstor.org/stable/1435302
Autor:
Becker, Douglas F.
Publikováno v:
Journal of Educational Measurement, 1996 Dec 01. 33(4), 489-490.
Externí odkaz:
https://www.jstor.org/stable/1435337
Publikováno v:
Methodology of Educational Measurement and Assessment ISBN: 9783319508559
Standard setting panels are tasked with recommending one or more performance level standards for assessments that are used to classify students into ability categories. These assessments are sometimes developed with the performance level descriptors
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8517eb9284b4b01ebc4be47418a0dbd1
https://doi.org/10.1007/978-3-319-50856-6_17
https://doi.org/10.1007/978-3-319-50856-6_17
Autor:
James C. Impara
Publikováno v:
Educational Measurement: Issues and Practice. 26:3-8
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9c31b1e44821d6635de55ceffeb60a16
https://doi.org/10.1111/j.1745-3992.2007.00083.x
https://doi.org/10.1111/j.1745-3992.2007.00083.x
Autor:
James C. Impara, David Foster
Publikováno v:
Handbook of Test Development ISBN: 9780203874776
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::520c09ee10476dd8c8709b4c62ca28b3
https://doi.org/10.4324/9780203874776.ch5
https://doi.org/10.4324/9780203874776.ch5
Publikováno v:
Educational Measurement: Issues and Practice. 23:12-16
Nebraska districts use different strategies for measuring student performance on the state's content standards. District assessments differ in type and technical quality. Six quality criteria were endorsed by the state. These criteria cover content a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d8daf41090820dcc44c7180d2a172ee5
https://doi.org/10.1111/j.1745-3992.2004.tb00154.x
https://doi.org/10.1111/j.1745-3992.2004.tb00154.x
Publikováno v:
Educational Measurement: Issues and Practice. 16:19-24
How were the materials tested? How did the reactions of teachers compare to those of measurement students? How can these materials be used effectively?
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2076c9a58b45d594fd848f67120c54ca
https://doi.org/10.1111/j.1745-3992.1997.tb00589.x
https://doi.org/10.1111/j.1745-3992.1997.tb00589.x
Autor:
James C. Impara, Barbara S. Plake
Publikováno v:
Educational Measurement: Issues and Practice. 15:14-19
What assessment tasks do administrators perform? What knowledge and skills do they need for these tasks? How is this information useful for professional development?
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bdb7cdc5945472b86c191d4031c52815
https://doi.org/10.1111/j.1745-3992.1996.tb00808.x
https://doi.org/10.1111/j.1745-3992.1996.tb00808.x
Publikováno v:
Educational Measurement: Issues and Practice. 22:21-29
The No Child Left Behind Act of 2001 (NCLB) requires states to have developed content standards in Reading and Mathematics, and to employ some form of statewide assessment. For accurate inferences about student achievement and growth over time, these
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::57b953939e6f6f123c2a05bad51ea210
https://doi.org/10.1111/j.1745-3992.2003.tb00134.x
https://doi.org/10.1111/j.1745-3992.2003.tb00134.x