Large-scale Assessment Programs for All Students

Abstract

Contents: Preface. G. Tindal, Large-Scale Assessments for All Students: Issues and Options. Part I: Validity Issues. R.L. Linn, Validation of the Uses and Interpretations of Results of State Assessment and Accountability Systems. R. Gersten, S. Baker, The Relevance of Messick's Four Faces for Understanding the Validity of High-Stakes Assessments. J.M. Ryan, S. DeMark, Variation in Achievement Scores Related to Gender, Item Format, and Content Area Tested. T.M. Haladyna, Supporting Documentation: Assuring More Valid Test Score Interpretations and Uses. S.E. Phillips, Legal Issues Affecting Special Populations in Large-Scale Testing Programs. W.A. Mehrens, Consequences of Assessment: What Is the Evidence. Part II: Technical Issues. R. Tate, Test Dimensionality. M.C. Rodriguez, Choosing an Item Format. C.S. Taylor, Incorporating Classroom-Based Assessments Into Large-Scale Assessment Programs. G. Engelhard, Jr., Monitoring Raters in Performance Assessments. J.M. Ryan, Issues, Strategies, and Procedures for Applying Standards When Multiple Measures Are Employed. S.W. Choi, M. McCall, Linking Bilingual Mathematics Assessments: A Monolingual IRT Approach. Part III: Implementation Issues. P.J. Almond, C. Lehr, M.L. Thurlow, R. Quenemoen, Participation in Large-Scale State Assessment and Accountability Systems. R.P. Duran, C. Brown, M. McCall, Assessment of English-Language Learners in the Oregon Statewide Assessment System: National and State Perspectives. K. Hollenbeck, Determining When Test Alterations Are Valid Accommodations or Modifications for Large-Scale Assessment. R. Helwig, A Methodology for Creating an Alternative Assessment System Using Modified Measures. M.L. Thurlow, J. Bielinski, J. Minnema, J. Scott, Out-of-Level Testing Revisited: New Concerns in the Era of Standards-Based Reform. J. Ysseldyke, J.R. Nelson, Reporting Results of Student Performance on Large-Scale Assessments. Part IV: Epilogue. T.M. Haladyna, Research to Improve Large-Scale Testing.