An Analysis of the Relationship Between NCSS Curriculum Guidelines and Social Studies Achievement Tests.

Autor/inn/en	Fox, Karen; und weitere
Institution	National Council for the Social Studies, Washington, DC.
Titel	An Analysis of the Relationship Between NCSS Curriculum Guidelines and Social Studies Achievement Tests.
Quelle	(1978), (86 Seiten)Verfügbarkeit
Beigaben	grafische Darstellungen; Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Educational Assessment; Educational Objectives; Educational Research; Elementary Secondary Education; Guidelines; Learning; Relationship; Social Studies; Test Construction; Test Results; Test Validity + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; Richtlinien; Lernen; Wechselbeziehung; Gemeinschaftskunde; Testaufbau; Testvalidität
Abstract	The report evaluates the accuracy with which achievement tests measure social studies learning. Research is based on test items derived from the Social Studies Curriculum Guidelines (1971) and the Multiethnic Guidelines (1976), both prepared by National Council for the Social Studies (NCSS). The major objective of the project was to help test developers, social studies supervisors, and other educators improve test development and selection techniques. The document is presented in eight sections. Section I describes the 1971 and 1976 NCSS guidelines. Section II explores activities of the NCSS Committee on Testing. Section III rates the NCSS guidelines for their intent and potential for state, local, and national educational assessment. Section IV explains how the testing committee developed appropriate guideline statements and criteria for large-scale assessment. Section V identifies general implications of the guidelines for large-scale assessment. Sections VI and VII discuss developing the test review process and reporting test results. The final section offers conclusions and recommendations including that NCSS can help overcome some mis-matches between specific guidelines and published tests by sharing mutual concerns with publishers, by collaborating with publishers on appropriate roles for test makers, test users, and curriculum developers, and by encouraging more enlightened use of evaluation processes and data. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01