Buch, Englisch, 132 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 203 g
A Special Issue of applied Measurement in Education
Buch, Englisch, 132 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 203 g
ISBN: 978-0-8058-9488-2
Verlag: Routledge
This is Volume 18, Issue 1 2005, a Special Issue of Applied Measurement in Education looking at the area of Vertically Moderated Standard Setting. As well as the editor’s introduction this collection includes six articles which cover: background on the need for YMSS, and presents a strong argument for aligning policy aims and psychometric methods to achieve coherent systems of educational assessments in general, and corresponding performance standards; background on YMSS and discusses possible alternatives; the third article, examines YMSS from the perspective of the sponsoring agency or authority responsible for conducting and applying standard-setting procedures; in kindergarten through 12th-grade applications,; a recounting of the road to a system of vertically moderated standards across Grades 3 through 8 for a state-level science assessment program in South Carolina; describing the situations for which YMSS is a viable alternative to vertical scaling or equating and finally, an example of YMSS applied to the South Carolina student assessments in English language arts and mathematics across Grades 3 through 7.
Autoren/Hrsg.
Weitere Infos & Material
Volume 18, Number 1, 2005
Contents:GUEST EDITOR'S INTRODUCTION: G.J. Cizek, Adapting Testing Technology to Serve Accountability Aims: The Case of Vertically Moderated Standard Setting. RESEARCH ARTICLES: D.M. Lewis, C.A. Haug, Aligning Policy and Methodology to Achieve Consistent Across-Grade Performance Standards. S. Ferrara, E. Johnson, W-H. Chen, Vertically Articulated Performance Standards: Logic, Procedures, and Likely Classification Accuracy. W.D. Schafer, Criteria for Standard Setting From the Sponsor's Perspective. C.W. Buckendahl, H. Huynh, T. Siskind, J. Saunders, A Case Study of Vertically Moderated Standard Setting for a State Science Assessment Program. H. Huynh, C. Schneider, Vertically Moderated Standards: Background, Assumptions, and Practices. H. Huynh, K.E. Barton, J.P. Meyer, S. Porchea, D. Gallant, Consistency and Predictive Nature of Vertically Moderated Standards for South Carolina's 1999 Palmetto Achievement Challenge Tests of Language Arts and Mathematics.
