Literaturnachweis - Detailanzeige
| Autor/inn/en | Henderson, Dianne L.; Julian, Marc W.; Yen, Wendy M. |
|---|---|
| Titel | Multiple Measures: Examination of Alternative Design and Analysis Models. |
| Quelle | (2002), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Assessment; Educational Change; Elementary Secondary Education; Evaluation Methods; Measurement Techniques; Research Design; Statistical Analysis; National Assessment of Educational Progress |
| Abstract | This paper discusses different perspectives associated with the use of multiple measures in educational assessment and explores some of the technical considerations for selecting and combining multiple measures. The paper concludes with an example of the use of multiple measures with regard to the recent No Child Left Behind (NCLB) Act of 2002. Multiple measures can refer to a variety of possible scenarios that combine multiple sources of information within educational assessment, but, in general, multiple measures means the use of more than one assessment measure to evaluate student performance. A multiple measures approach attempts to increase reliability by decreasing the amount of error associated with evaluation at all levels. How to combine the information is one of the most difficult aspects of using multiple measures. The National Assessment of Educational Progress (NAEP) can be used as a multiple measure, especially as an independent measure to confirm the validity of conclusions reached about student achievement in the context of the NCLB Act. The National Assessment Governing Board has acknowledged the complexity of using NAEP results in a confirming role for the NCLB, but has been exploring ways to use NAEP results as confirmatory evidence for NCLB evaluation. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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