Contextualizing the Interpretation of Reliability Data

What is the relationship between the context and substantive meaning of a measure and the assessment of the reliability of the measure? Does the interpretation of a reliability coefficient depend on the nature of the measure? How does this approach to reliability relate to alternative assessments?     

Is the Curriculum a Reasonable Basis for Assessment Reform?

How should curriculum-assessment linkages be forged? Do local districts have sufficient resources and expertise to sustain these ongoing assessments? Can assessments developed at state level accurately reflect local curricula? What are the essential characteristics of a curriculum-based assessment system?     

Performance-Based Assessment: Implications of Task Specificity

How generalizable are the scores from performance-based assessments? How can we best increase the gener-alizability of results? What level of generalizability is needed for different testing purposes?     

Setting Standards for Complex Performances: An Iterative, Judgmental Policy capturing Strategy

What is judgmental policy capturing? How can it be applied to standard setting with performance assessments? Do judges value some exercises more in setting standards?     

Effects of Introducing Classroom Peflormance Assessments on Student Learning

How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises?     

Validating Measures of Performance

How can the validity of performance assessments be established? What type of logical argumentation is necessary to generalize from a particular assessment to the ability or abilities of interest?     

Generalizability of Performance Assessments

How can the contributions of raters and tasks to error variance be estimated? Which source of error variance is usually greater? Are interrater coefficients adequate estimates of reliability? What other facets contribute to unreliability in performance assessments?     

Measuring Socioeconomic Status at the School Level

Why is there an increased need for quantitative indicators of student socioeconomic status at the school level? What alternative approaches have been used to measure SES? Can principals accurately estimate the SES distribution of their student populations? How do their estimates correlate with other indexes o f family SES?     

Psychometric and Social Issues in Admissions to Israeli Universities

How are students selected for university in Israel? What does the Psychometric Entrance Test measure? How effective is the process of translating tests? What studies have been conducted on the tests?     

No child,no school,no state left behind: schooling in the age of accountability 1

Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained ‘constitutional mind‐sets’, i.e. diverse cultures of conceptualizing the relation between the public and its institutions.     

施工企业的市场化竞争

建筑市场竞争日益激烈对施工企业而言既有机遇,也有挑战和风险,施工企业如何才能适应建筑市场?建筑市场有哪些不规行为?市场化竞争给施工企业带来的常见风险究竟具有哪些?如何规避和防范,研究这些问题,对于施工企业的生存与发展是至关重要的,具有现实意义和借鉴作用。     

Educational Assessment in Czechoslovakia

What is the history of educational assessment and research in Czechoslovakia? How have attitudes toward testing changed over the years? What are the prospects for the future?     

The Swedish Scholastic Aptitude Test: Development, Use, and Research

How are entrance examinations for college used in Sweden? What is measured by these examinations? What kinds of research have been conducted? Have gender differences been found on the tests?     

Unintended Consequences of Perfiormance Assessment: Issues of Bias and Fairness

Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured?     

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?     

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。     

反思性教学的两个问题链

反思性教学的落实需要我们做进一步的开发。我们提出了两个关于反思性教学的“问题链”,一是观念的问题链,二是操作的问题链。反思性教学的观念,存在于“我为什么要反思—我什么时候反思—我反思什么—我怎样做就算是反思了”这个问题链中。反思性教学的操作,存在于“我做了什么—我的做有效吗—我的做自身合理吗—我还能怎样做”这个问题链中。     

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?     

以人为本与教育学改造

以人为本唤起我们对教育学改造必要性的思考。人在哪里?谁的教育学?工具理性为何畅行?超越的声音怎样在低旋?人文课程的地位焉在?人是什么?这些问题引导我们思考改造。     

Informed Test Component Weighting

How can we combine a multiple‐choice assessment with a performance assessment to yield a single score? What alternatives are there for weighting components of a test? What effect does reliability and validity have in component weighting?