Illustrating the Utility of Differential Bundle Functioning Analyses to Identify and Interpret Group Differences on Achievement Tests

What is differential bundle functioning and how is this different from differential item functioning? Can test specifications be used to identify and aid in the interpretation of differential bundle functioning? How can differential bundle functioning lead to an improved understanding of why groups perform differently on achievement tests?     

Development, Implementation, and Validation of a Computerized Test for Statewide Assessment

How does a testing component function in an integrated learning system? How can you customize computerized tests to meet local specifications? How are computerized tests implemented and evaluated? Is the pay-off of computerized testing justified?     

Incorporating the Testlet Concept in Test Score Analyses1

How should we think about the concept of the testlet? How can testlets be better incorporated into test score analysis? Can there be a one‐item testlet?     

Selection of Judges for Standard-Setting

Who should make judgments about test standards? Who is an expert? How many judges should be used in a standard-setting study? What is the relationship between the number of judges and the standard error of the test?     

Schooling and the Norming of Intelligence Test Scores

How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores?     

ISSUES IN ITEM BANKING

An item bank is defined as a relatively large collection of easily accessible test questions. A wide variety of item bank schemes that meet this relatively unrestricted definition is illustrated. Advantages and disadvantages of item banking and the conditions under which item banks have the most potential value are identified. An extensive list of questions to be asked in designing item banking systems is provided. The following five questions were singled out for further discussion: How many items should be in the bank? Should users develop their own item collections or use the collections of others? How should the items be classified? Should items be calibrated? Will each test have different items or will the same test be administered to all?     

What Happened to Test Scores,and Why?

What has happened in recent decades to the test scores of American students? What can be said about the causes of trends in scores? Do these trends provide an indictment of the effectiveness of American schools? How should test scores be used to inform the debate about education policy?     

Looking Behind the “Average”: How Are States Reporting Test Results?

How can the use of norm-referenced tests be changed to lead to more accurate reporting of results? What kinds of information should states and districts be using to contextualize their reports of test results?     

How to be a good teache

What makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?     

Testing and Grading Practices and Opinions of Secondary Teachers of Academic Subjects: Implications for Instruction in Measurement

What are secondary school teachers' views on testing and grading practices? What clusters of opinions can be categorized as ‘flexible,”“opposed to difficult testing,” or “hard-nosed?” How should the use of test results for grading be treated in teacher in-service training programs?     

Teaching About Communicating Assessment Results and Grading

How should a course on classroom assessment differ from an introductory psychometrics course? How should such a course be taught? How large a role should instruction concerning grading and communicating play in such a course?     

脑科学研究与学生素质培养

脑科学研究成果如何应用于教育改革以提高学生素质？如研究脑科学中关于人语言中枢发展的关键期与可塑性如何用于儿童语言的早期教育；用脑科学的研究成果用于教育中如何改善学生们的记忆问题；研究脑科学中关于“敏感化”用于培养学生们创造性的“直觉”思维问题；研究大脑神经最重要的对多重记忆的整合功能，用于培养学生们德、智、体、美全面发展问题。     

A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop

Should high-stakes testing programs be subject to external review? How should such reviews be structured? Who should conduct the reviews? How would results be reported and to whom?     

The Two Cultures of Electricity: Between Entertainment and Edification in Victorian Science

Reviewing Fleeming Jenkin’s Electricity and Magnetism in Nature in 1873 an anonymous reviewer (probably James Clerk Maxwell) remarked that “at the present time there are two sciences of electricity — one that of the lecture-room and the popular treatise; the other that of the testing-office and the engineer’s specifications.” In this paper I want to look behind Maxwell’s remark and examine the relationship between the “two sciences” of electricity during the third quarter or so of the 19th century. In particular I want to look at them in terms of their instrumental technologies. How did apparatus travel between the lecture-room or exhibition-hall and the testing-office or the laboratory? How did skills cross between these different spaces? How did the earlier Victorian culture of electricity as “entertainment and edification” become transformed into late 19th century metrological culture? How did these cultures overlap and how did they differ?     

Computerized Adaptive Testing With Different Groups

How does the use of computerized adaptive testing affect the performance of students from different groups? How consistent were the results of computerized adaptive and “conventional” tests? What did the students think about the test experience? What advice do the authors have for test developers and users?     

教师应当掌握怎样的技术？

本文从四个方面分析探讨“教师应当掌握怎样的技术”这一问题:运用技术的实质是什么?教师应掌握哪些技术?教师应掌握多深的技术?如何培养教师的技术能力?并阐释其对我国教师教育和信息技术教育所具有的借鉴意义。     

The Perils of Responsibility Sharing

How can we excuse educators from the responsibility of meeting prevailing ethical standards for test preparation practice? How far apart are test makers and others on the appropriateness of different practices? Don't all parties to the testing process have important responsibilities?     

以当地经济建设为背景搞好专业建设

高职生物技术专业应该如何进行专业建设和课程建设 ?如何开展教学改革 ?如何适应当地经济建设 ?本文结合该专业的实践进行了探索     

创新学生管理研究

教师应如何面对现在的学生,如何保证教学质量。教师在教育中的几个误区是什么?教师应如何定位自身角色,在教学中的几条正确的教学原则。     

The Effects of Standardized Testing on Teaching and Schools

How much influence does standardized testing exert on teaching and learning in upper elementary classrooms? Is there any difference between the impact of testing on low-SES and high-SES classrooms? How much impact does “teaching to the test” appear to have on test scores?