共查询到20条相似文献，搜索用时 31 毫秒
1.
Richard P. Phelps 《Educational Measurement》1996,15(3):19-27
How should amount of testing be defined? On average, how many hours does a U.S. student spend on testing? How does this compare with testing time in other countries? How do the type and purpose of testing vary from U.S. to other countries? 相似文献
2.
Herbert C. Rudman 《Educational Measurement》1993,12(3):5-9
Are two national reports on standardized testing realistic or simplistic? What is the difference between “political” testing and conventional testing? What are some likely consequences of politicizing school testing? 相似文献
3.
Walter D. Way 《Educational Measurement》1998,17(4):17-27
What are the issues and techniques involved in protecting the integrity of item pools in computerized testing? How can item exposure be limited? How do security issues differ in computerized testing and paper-and-pencil testing? 相似文献
4.
Richard P. Phelps 《Educational Measurement》2000,19(1):11-21
Is standardized testing on the decline outside the United States? How much testing goes on internationally? What types of testing and for what purposes? 相似文献
5.
G. Gage Kingsbury 《Educational Measurement》1990,9(2):3-6
What is the rationale for adapting an existing testing system instead of developing your own? What are the limitations of MicroCAT? What has to be modified in order to meet local needs and to realize the potential of adaptive testing in the context of an existing testing system? 相似文献
6.
Patricia H. McAllister 《Educational Measurement》1991,10(4):19-22
What has been the pattern of state legislatures to regulate testing? Why is testing a legislative issue? What should be the relationship between state legislatures and testing companies? 相似文献
7.
James B. Olsen Apryl Cox Charles Price Mike Strozeski Idolina Vela 《Educational Measurement》1990,9(2):7-10
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? 相似文献
8.
To what extent have state departments of education developed policies for testing limited English proficiency students with standardized achievement tests? What are some of the relationships between the development of these testing policies and the establishment of bilingual education in the states? What work still lies ahead in standardized achievement testing of limited English proficient students? 相似文献
9.
Barbara S. Flake 《Educational Measurement》1993,12(1):5-10
What would you do if you were asked to design an “optimal” school testing program, but had doubts about the criteria to apply? What strategies might help us make more use of performance assessment and computer-adaptive testing in district-level testing programs? Can an NCME President be whimsical when delivering her presidential address? 相似文献
10.
Ernest A. Bauer 《Educational Measurement》1992,11(1):10-14
Why do school districts use Standardized tests? What kinds of testing programs are most common? How much do school testing programs cost? Should publishers coordinate their test standardization efforts? 相似文献
11.
How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
12.
Will our teacher certification testing program stand up to a court challenge? What are the critical issues the courts consider in examining teacher certification testing? What do we need to do to strengthen our program legally and psychometrically? 相似文献
13.
George F. Madaus 《Educational Measurement》1992,11(1):26-31
Do we need an independent auditing mechanism for standardized testing? How effective are existing approaches for maintaining high standards of test development and use? What approaches to auditing testing seem promising? 相似文献
14.
The Effects of Standardized Testing on Teaching and Schools 总被引：1，自引：0，他引：1
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? 相似文献
15.
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? 相似文献
16.
Robert L. Brennan 《Educational Measurement》1998,17(1):5-9
Finding ourselves in a bull market for educational testing, is it time to carefully re-examine assumptions, issues, and practices? What misconceptions about testing exist that influence what we do? 相似文献
17.
What is the impact of an external testing program on what teachers teach and the way they teach it? How does an external testing program affect a school's organization? Are these effects contrary to the general goal of improving schools? 相似文献
18.
What has been the impact of high stakes achievement testing on curriculum and testing practice? How serious is the problem of cheating on Standardized achievement tests? What steps can we take to improve the validity of test-based information for a variety of educational purposes? 相似文献
19.
Digital technologies have been used for measurement purposes and whether the test medium influences the user is an important issue. The aim of this study is to investigate students?? performances and duration differences between online and paper?Cpencil tests. An online testing tool was developed and administered in order to determine the differences between the traditional paper?Cpencil tests and online tests concerning students?? performances and the duration on tests. This tool enables to add questions that utilize an online database and which are in the form of multiple choice (with 5 or 4 options), true?Cfalse, matching, filling in the blanks, with multiple answers, with short answers, with long answers, and it also enables to prepare tests and to turn them into paper?Cpencil test mode. Performance test was applied with both online and paper?Cpencil modes on junior students at one of the universities in Turkey. Besides, the online testing tool developed within the context of the study was evaluated by instructors with respect to usability, relevance to the purpose and design. Instructor and student questionnaires are developed to determine the opinions on the online testing tool and online tests. Results showed that there was no significant differences between the performances on online and paper?Cpencil tests. On the other hand, the time they spent on the online test has been longer than the time they spent on paper?Cpencil test. Students found the online testing tool easy to use and stated that online test medium is more comfortable than paper?Cpencil tests. However, they complained about external noises, tiredness, and focusing problems regarding the online examination mediums. Generally, instructors have also appreciated the online testing tool??s design and they agree on the fact that it serves for its purposes. 相似文献
20.
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? 相似文献