Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Jon S. Twing"'
Publikováno v:
Educational Measurement: Issues and Practice. 29:14-24
Some writers in the measurement literature have been skeptical of the meaningfulness of achievement standards and described the standard-setting process as blatantly arbitrary. We argue that standard setting is more appropriately conceived of as a me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::47f10ef5e1474cab04dd883c73815c0f
https://doi.org/10.1111/j.1745-3992.2009.00166.x
https://doi.org/10.1111/j.1745-3992.2009.00166.x
Publikováno v:
Applied Measurement in Education. 17:393-406
Two models are presented in this article for estimating the proportion of students who would pass all of three or more content area tests given that none have actually been tested in more than two of the content areas. The first model allows one to e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef16fd6f4aae45d9ef479dc8fc70c9d5
https://doi.org/10.1207/s15324818ame1704_4
https://doi.org/10.1207/s15324818ame1704_4
Publikováno v:
Applied Measurement in Education. 13:333-342
The Texas Education Agency (TEA) relied heavily on the test development process used for the Texas Assessment of Academic Skills (TAAS) in its defense presented during the GI Forum v. Texas Education Agency (1999) litigation. In this article, we pres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::25e97b6d91a825ac0f36dc8a6080d0cd
https://doi.org/10.1207/s15324818ame1304_03
https://doi.org/10.1207/s15324818ame1304_03
Autor:
Keith L. Cruse, Jon S. Twing
Publikováno v:
Applied Measurement in Education. 13:327-331
The "high-stakes" nature of the Texas Assessment of Academic Skills (TAAS) evolved from earlier implementations of assessments explicitly linked to the Texas curriculum. A major focus of the GI Forum v. Texas Education Agency (1999) litigation challe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::211430f474c67f923613f001e1a947a6
https://doi.org/10.1207/s15324818ame1304_02
https://doi.org/10.1207/s15324818ame1304_02
Publikováno v:
Applied Measurement in Education. 5:111-122
Teachers in three local school districts helped customize two standardized norm-referenced tests (NRTs). The primary purpose of the investigation was to consider the effects of deleting items from the NRTs and of adding locally constructed items to t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::29ead617043e114e99bdb708d877c6f0
https://doi.org/10.1207/s15324818ame0502_2
https://doi.org/10.1207/s15324818ame0502_2
Publikováno v:
Applied Measurement in Education. 5:49-62
In the first part of this article, we discuss two criteria that can be used to evaluate the validity of the normative data provided for customized tests. For one of these criteria, previous research has demonstrated quite convincingly that the normat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::02800835ad20e1be1368fafcafa7e2fa
https://doi.org/10.1207/s15324818ame0501_4
https://doi.org/10.1207/s15324818ame0501_4
Autor:
Jon S. Twing, Donald B. Pope-Davis
Publikováno v:
Computers in Human Behavior. 7:333-339
This study investigated the effects of age, gender, and computer experience on four subscales measuring attitudes towards computers. Approximately 207 college students responded to 40 Likert-type statements about computer anxiety, confidence, liking
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::154d127d6394fce752c3d622467bc4e5
https://doi.org/10.1016/0747-5632(91)90020-2
https://doi.org/10.1016/0747-5632(91)90020-2
Publikováno v:
Journal of applied measurement. 5(2)
A number of state assessment programs that employ Rasch-based common item equating procedures estimate the equating constant with only those common items for which the two tests' Rasch item difficulty parameter estimates differ by less than 0.3 logit
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::6ccda546ffc6305e204403bef1a3022d
https://pubmed.ncbi.nlm.nih.gov/15064536
https://pubmed.ncbi.nlm.nih.gov/15064536
Autor:
Walter P. Vispoel, Jon S. Twing
Publikováno v:
Applied Psychological Measurement. 14:108-108
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5647a2426014501fe2550d85c1e1154a
https://doi.org/10.1177/014662169001400115
https://doi.org/10.1177/014662169001400115