Section archive - Assessment & Evaluation
Page 10/19 189 items
The ACT of Enrollment: The College Enrollment Effects of State-Required College Entrance Exam Testing
Since 2001 Colorado, Illinois, and Maine have all enacted policies that require high school juniors to take college entrance exams. This article presents the effects of this state-mandated college entrance exam testing. The author finds evidence that entrance exam policies were associated with increases in overall college enrollment in Illinois and that such policies re-sorted students in all three states between different types of institutions.
Updated: Sep. 17, 2013
As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. The authors argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, and leading to better guideposts for instructional improvement. Specifically, the authors describe and illustrate the processes and practices associated with evidence-based standard setting.
Updated: Sep. 17, 2013
The Common Core State Standards’ Quantitative Text Complexity Trajectory: Figuring Out How Much Complexity Is Enough
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. The authors extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. This article proposes a rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard.
Updated: Sep. 16, 2013
Examining Data Driven Decision Making via Formative Assessment: A Confluence of Technology, Data Interpretation Heuristics and Curricular Policy
The authors explored the potential barriers for the successful adoption of the CaseMate system, a tool created to support data driven decision making (DDDM). The participants in this usability study were 42 preservice students in a masters program for teaching. The findings illustrate the barriers to implementing DDDM in actual classroom practice: a confluence of curriculum structure and policy as well as technology and teacher heuristics that result in variations in data interpretation.
Updated: Jul. 31, 2013
Predicting Performance: A Comparison of University Supervisors’ Predictions and Teacher Candidates’ Scores on a Teaching Performance Assessment
The purpose of this study is to examine the relationship between university supervisors’ predictions and teacher candidates’ performance on a summative assessment based on a capstone teaching event, part of the Performance Assessment for California Teachers (PACT). The findings indicate that university supervisors’ perspectives about their candidates did not always correspond with outcomes on the PACT teaching event, a summative performance assessment. In addition, most of the candidates with the highest and lowest scores on the assessment were not those for whom the supervisors anticipated outstanding or poor performance.
Updated: Jul. 02, 2013
Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Updated: Jun. 18, 2013
The authors review the compatibility of key purposes for Electronic Portfolios (EPs) in light of the changing landscape of their use in teacher education. The authors will focus on analyzing the key purposes of portfolios—student learning/ reflection and accountability/accreditation, followed by another purpose cited in the literature—employment. The authors will discuss the costs and benefits as perceived by the various stakeholders. The authors conclude with seven recommendations to forge productive middle ground between the multiple purposes for EP use .
Updated: Jun. 05, 2013
By using elements from cultural studies of cartography as well as sociology and the philosophy of science, this article claims that the analogy of cartography and evaluation can open novel vistas for contemplating the relationship between the world of education and its scientific representation. The analysis shows how evaluation as the mapping of the reality of education brings distant objects near, onto a homogeneous, stable plane.
Updated: Feb. 27, 2013
Changes over Time in Faculty Attitudes, Confidence, and Understanding as Related to Program Assessment
In this article, the authors explore the long-term impact of workshop series on faculty participants’ attitudes, confidence, and understanding as related to program assessment. Data were collected from surveys administered at three points in time. The findings reveal that the positive impact of ongoing, focused professional development in program assessment on faculty understanding, confidence, and attitudes related to program assessment can be sustained and even improved over time.
Updated: Dec. 26, 2012
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Updated: Nov. 27, 2012