Improving Test Score Reporting: Perspectives from the ETS Score Reporting Conference. Research Report. ETS RR-11-45

Sonst. Personen	Zapata-Rivera, Diego (Hrsg.); Zwick, Rebecca (Hrsg.)
Titel	Improving Test Score Reporting: Perspectives from the ETS Score Reporting Conference. Research Report. ETS RR-11-45
Quelle	In: ETS Research Report Series, (2011), (69 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Conference Papers; Graphs; Data Analysis; Statistical Analysis; Knowledge Level; Difficulty Level; Cognitive Processes; Technology Uses in Education; Scores; Student Evaluation; Information Dissemination; Reports; Faculty Development; Audiences; California (Santa Barbara) + Suchen Sie Ihr Suchwort? Konferenzmaterial; Grafische Darstellung; Auswertung; Statistische Analyse; Wissensbasis; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulnote; Studentische Bewertung; Informationsverbreitung; Abschlussbericht; Berichten; Spectator; Zuschauer
Abstract	This volume includes 3 papers based on presentations at a workshop on communicating assessment information to particular audiences, held at Educational Testing Service (ETS) on November 4th, 2010, to explore some issues that influence score reports and new advances that contribute to the effectiveness of these reports. Jessica Hullman, Rebecca Rhodes, Fernando Rodriguez, and Priti Shah present the results of recent research on graph comprehension and data interpretation, especially the role of presentation format, the impact of prior quantitative literacy and domain knowledge, the trade-off between reducing cognitive load and increasing active processing of data, and the affective influence of graphical displays. Rebecca Zwick and Jeffrey Sklar present the results of the Instructional Tools in Educational Measurement and Statistics for School Personnel (ITEMS) project, funded by the National Science Foundation and conducted at the University of California, Santa Barbara to develop and evaluate 3 web-based instructional modules intended to help educators interpret test scores. Zwick and Sklar discuss the modules and the procedures used to evaluate their effectiveness. Diego Zapata-Rivera presents a new framework for designing and evaluating score reports, based on work on designing and evaluating score reports for particular audiences in the context of the CBAL (Cognitively Based Assessment of, for, and as Learning) project (Bennett & Gitomer, 2009), which has been applied in the development and evaluation of reports for various audiences including teachers, administrators and students. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01