共查询到20条相似文献，搜索用时 15 毫秒
1.
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
2.
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
3.
Jason Millman 《Educational Measurement》1994,13(4):19-20
What promises has CRT kept or broken? Why do we need denser tests to make good, criterion-referenced interpretations? What wisdom has grown from experience with CRTs? 相似文献
4.
Educational Testing Abroad and Lessons for the United States 总被引：1，自引：0，他引：1
What are key features of schooling and testing in some major industrialized countries? What lessons can we learn u from other countries? How important is the issue of confidence in the teachers who will be called on to judge student performance? 相似文献
5.
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
6.
John R. Hills 《Educational Measurement》1989,8(4):5-11
What statistical methods are being used to identify biased test items? What are the advantages and disadvantages of each method? What sample sizes are required to use each method? Which methods are most useful to the practitioner? 相似文献
7.
Educational Testing in America: What's Right,What's Wrong? A Criterion-Referenced Perspective 总被引：1，自引：0，他引：1
W. James Popham 《Educational Measurement》1993,12(1):11-14
What is a criterion-referenced test? What are the good and bad points of authentic assessment, criterion-referenced testing, and Item Response Theory? 相似文献
8.
Richard P. Phelps 《Educational Measurement》1998,17(3):5-23
What does the American public think about standardized testing? D o Americans test too much? Does the public believe that tests are a good way to learn about how well students are doing and to encourage them to d o better? What d o students, teachers, and administrators think? 相似文献
9.
What are the ways in which a testing program can run aground? What are some suggestions for avoiding these problems? 相似文献
10.
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? 相似文献
11.
Ben&#; Csapó 《Educational Measurement》1992,11(2):5-8
What has been the role of educational testing in Hungarian education? How are the political changes in the country expected to affect testing in the future? 相似文献
12.
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
13.
Boleslaw Niemierko 《Educational Measurement》1991,10(3):27-32
What has been the history of educational assessment in Poland? How are the social system, school system, examination forms, measurement theory, and attitudes toward tests related to each other? How are recent efforts at democratization of political systems likely to influence educational testing in Poland? 相似文献
14.
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
15.
Edward H. Haertel 《Educational Measurement》1999,18(4):5-9
What do we need to do to establish the validity of high-stakes testing programs? How can we move away from a “confirmationist” bias? What questions haven't we been asking that we need to ask? 相似文献
16.
Gregory J. Cizek 《Educational Measurement》1993,12(3):10-16
What are key issues that educational measurement professionals must confront in the next decade? What resources can we draw on as we face these issues? How can educational measurement contribute most effectively to educational reform? 相似文献
17.
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
18.
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
19.
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
20.
Djien K. Thio 《Educational Measurement》1994,13(2):21-23
What factors influenced the growth of educational testing in the Netherlands? How are tests used in primary and secondary education? What has been the role of the National Institute for Educational Measurement (CITO)? 相似文献