Large-scale Assessment Programs for All Students: Validity, Technical Adequacy, and Implementation

✍ Scribed by Gerald Tindal, Thomas M. Haladyna

• Publisher: Routledge
• Year: 2002
• Tongue: English
• Leaves: 536
• Category: Library

✦ Synopsis

The need for a comprehensive volume that reviews both the processes and issues involved in developing, administering, and validating large-scale assessment programs has never been greater. These programs are used for many purposes, including instructional program evaluation, promotion, certification, graduation, and accountability. One of the greatest problems we face is how to deal with special needs and bilingual populations. Examining these processes and issues is the mission of this book. It is organized into the following five sections: Introduction, Validity Issues, Technical Issues, Implementation Issues, and Epilogue. Each chapter follows a common structure: Overview of critical issues, review of relevant research, descriptions of current assessment methodologies, and recommendations for the future research and practice. Written by nationally recognized scholars,Large-Scale Assessment Programs for All Students: Validity, Technical Adequacy, and Implementation will appeal to anyone seriously involved in large scale testing, including educators, policymakers, testing company personnel, and researchers in education, psychology, and public policy.

✦ Table of Contents

Contents......Page 6
Preface......Page 10
1 Large-Scale Assessments for All Students: Issues and Options......Page 14
PART I: VALIDITY ISSUES......Page 38
2 Validation of the Uses and Interpretations of Results of State Assessment and Accountability Systems......Page 40
3 The Relevance of Messick’s Four Faces for Understanding the Validity of High-Stakes Assessments......Page 62
4 Variation in Achievement Scores Related to Gender, Item Format, and Content Area Tested......Page 80
5 Supporting Documentation: Assuring More Valid Test Score Interpretations and Uses......Page 102
6 Legal Issues Affecting Special Populations in Large-Scale Testing Programs......Page 122
7 Consequences of Assessment: What Is the Evidence?......Page 162
PART II: TECHNICAL ISSUES......Page 192
8 Test Dimensionality......Page 194
9 Choosing an Item Format......Page 226
10 Incorporating Classroom-Based Assessments Into Large-Scale Assessment Programs......Page 246
11 Monitoring Raters in Performance Assessments......Page 274
12 Issues, Strategies, and Procedures for Applying Standards When Multiple Measures Are Employed......Page 302
13 Linking Bilingual Mathematics Assessments: A Monolingual IRT Approach......Page 330
PART III: IMPLEMENTATION ISSUES......Page 352
14 Participation in Large-Scale State Assessment and Accountability Systems......Page 354
15 Assessment of English-Language Learners in the Oregon Statewide Assessment System: National and State Perspectives......Page 384
16 Determining When Test Alterations Are Valid Accommodations or Modifications for Large-Scale Assessment......Page 408
17 A Methodology for Creating an Alternative Assessment System Using Modified Measures......Page 440
18 Out-of-Level Testing Revisited: New Concerns in the Era of Standards-Based Reform......Page 466
19 Reporting Results of Student Performance on Large-Scale Assessments......Page 480
PART IV: EPILOGUE......Page 494
20 Research to Improve Large-Scale Testing......Page 496
B......Page 512
C......Page 513
F......Page 514
H......Page 515
K......Page 516
M......Page 517
P......Page 518
S......Page 519
V......Page 520
Z......Page 521
A......Page 522
B......Page 523
C......Page 524
D......Page 525
F......Page 526
I......Page 527
M......Page 528
N......Page 529
P......Page 530
S......Page 531
T......Page 533
V......Page 535
W......Page 536