A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement

Autor/inn/en	Nichols, Paul D.; Meyers, Jason L.; Burling, Kelly S.
Titel	A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement
Quelle	In: Educational Measurement: Issues and Practice, 28 (2009) 3, S.14-23 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/j.1745-3992.2009.00150.x
Schlagwörter	Academic Achievement; Tutoring; Student Evaluation; Evaluation Methods; Educational Assessment; Formative Evaluation; Measurement; Program Evaluation; Evaluation Criteria; Educational Testing; Educational Principles; Evaluation Utilization; Test Use; Educational Improvement; Evidence; Test Construction; Validity; Diagnostic Tests + Suchen Sie Ihr Suchwort? Schulleistung; Förderkonzept; Nachhilfeunterricht; Schulnote; Studentische Bewertung; Education; assessment; Bewertungssystem; Messverfahren; Programme evaluation; Programmevaluation; Bildungsprinzip; Testanwendung; Teaching improvement; Unterrichtsentwicklung; Evidenz; Testaufbau; Gültigkeit; Diagnostic test; Diagnostischer Test
Abstract	Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10