Titlebook: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge; Menucha Birenbaum,Filip J. R. C. Dochy Book 1996 Sprin

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Science Assessmentopics and issues for discussion is based on the assumption that there is no need to repeat what has recently been published in other sources, such as the comprehensive review by Doran, Lawrenz, and Helgeson (1993b). Many lists of goals/aims/objectives for science education have been published, featu

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On the Content Validity of Performance Assessments: Centrality of Domain Specifications “authentic” assessments (e.g., Wiggins, 1989). They play a central role in the rhetoric, if not the reality, of proposed state and national testing programs (e.g., Bush, 1991; see Shavelson, Baxter & Pine, 1992). Unfortunately, in the headlong pursuit of testing reform, technical considerations ma

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Language Testing: Matching Assessment Procedures with Language Knowledgeod. Trait involves the ‘what’, i.e., the domain of language knowledge, and method involves the ‘how’, the appropriate procedures for measuring language knowledge. It is the complexity of the language trait that creates a need for a special discipline called language testing, for there is still no fu

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Assessment in a Problem-Based Economics Curriculumfor assessment instruments (Ebel & Frisbie, 1991; Mehrens & Lehmann, 1984). The situation where the test is intended to measure higher-order thinking skills but most items require only recall of facts, terms and principles, illustrates a well-known validity concern. The validity question is also rel

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