Challenges on the Path to Implementation

Autor/inn/en	Martineau, Joseph A.; Wyse, Adam E.
Titel	Challenges on the Path to Implementation
Quelle	In: Measurement: Interdisciplinary Research and Perspectives, 13 (2015) 2, S.111-117 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-6367
DOI	10.1080/15366367.2015.1055134
Schlagwörter	Stellungnahme; Performance Factors; Barriers; Program Implementation; Group Testing; Measurement Techniques; Measurement Objectives; Research Reports; Psychometrics; Educational Policy; Scores; Data Interpretation; Reader Response; Achievement Rating; Achievement Gains; Progress Monitoring; Alignment (Education); Difficulty Level; Standard Setting; Time on Task; Timed Tests; Accountability + Suchen Sie Ihr Suchwort? Leistungsindikator; Gruppentest; Messtechnik; Research report; Forschungsbericht; Psychometry; Psychometrie; Politics of education; Bildungspolitik; Data evaluation; Datenauswertung; Leserbrief; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Schwierigkeitsgrad; Standardisierung; Zeitaufwand; Verantwortung
Abstract	This article is a commentary of a paper by Derek C. Briggs and Frederick A. Peck, "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," which describes an elegant potential framework for at least beginning to address three priorities in large-scale assessment that have not been adequately addressed due to competing with a long-standing focus on broad measurement of achievement: (1) meaningful measurement of student growth; (2) more useful reporting for policy makers; and (3) more useful reporting for individual educators. This commentary presents a middle ground in both implementation and utility in four sections: (1) psychometrics; (2) policy; (3) score reporting and interpretation; and (4) a potential stepping stone to full implementation. This paper raises some issues that have both psychometric and policy implications. [For "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth," see EJ1067453.] (ERIC).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01