A Comparison of Publishers' and Teachers' Perspectives on the Alignment of Norm-Referenced Tests to Nebraska's Language Arts Content Standards.

Autor/inn/en	Plake, Barbara S.; Buckendahl, Chad W.; Impara, James C.
Titel	A Comparison of Publishers' and Teachers' Perspectives on the Alignment of Norm-Referenced Tests to Nebraska's Language Arts Content Standards.
Quelle	(2000), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Language Arts; Norm Referenced Tests; State Standards; Student Evaluation; Teacher Attitudes; Teachers; Test Use; Nebraska + Suchen Sie Ihr Suchwort? Sprachkultur; Schulnote; Studentische Bewertung; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Testanwendung
Abstract	Test publishers have promoted their commercially available norm-referenced achievement tests as viable solutions to assessment challenges faced by states. They argue that their tests are developed professionally and therefore possess sound psychometric properties not often found in state-specific efforts. This study compared judgments from two sources, test publishers and teachers, on the alignment of test items from two commercially available norm-referenced achievement tests to Nebraska's content standards at three grade levels (4, 8, and 11) in language arts. Study analyses focused on the level of agreement between the state's teachers' perceptions of how well the tests aligned to the standards and the alignment reported by the two test publishers. Panels of 20 4th grade teachers, 10 8th grade teachers, and 10 11th grade teachers studied the alignment. Results indicate that there may be some inconsistency between teachers' and publishers' perceptions. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC