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Products & Resources » Reports » Search Results: ""

Please note that CRESST reports were called "CSE Reports" or "CSE Technical Reports" prior to CRESST report 723.
  • Measuring Opportunity to Learn and Academic Language Exposure for English Language Learners in Elementary Science Classrooms
    José Felipe Martínez, Alison L. Bailey, Deirdre Kerr, Becky H. Huang, & Stacey Beauregard


  • Examining the Effectiveness and Validity of Glossary and Read-Aloud Accommodations for English Language Learners in a Math Assessment
    Mikyung Kim Wolf, Jinok Kim, Jenny C. Kao, Nichole M. Rivera


  • Connecting Policy to Practice: Accommodations in States' Large-Scale Math Assessments for English Language Learners
    Mikyung Kim Wolf, Noelle Griffin, Jenny C. Kao, Sandy M. Chang, Nichole M. Rivera


  • A Three-State Study of English Learner Progress
    Jinok Kim, Joan L. Herman


  • The Effects of POWERSOURCE Intervention on Student Understanding of Basic Mathematical Principles
    Julia Phelan, Kilchan Choi, Terry Vendlinski, Eva L. Baker, Joan L. Herman


  • Moving to the Next Generation of Standards for Science: Building on Recent Practices
    Joan L. Herman


  • Using Classroom Artifacts to Measure the Efficacy of Professional Development
    Yael Silk, David Silver, Stephanie Amerian, Claire Nishimura, Christy Kim Boscardin


  • Third Year Report: Evaluation of the Artful Learning Program
    Noelle C. Griffin, Judy N. Miyoshi


  • Evaluation of the WebPlay Arts Education Program: Findings from the 2006–07 School Year
    Noelle Griffin, Jinok Kim, Youngsoon So, Vivian Hsu


  • A Circle of Learning: Children and Adults Growing Together in LA's BEST
    Denise Huang, Deborah La Torre, Nikki Duong, Lindsay Perez Huber, Seth Leon, Christine Oh


  • Exploring the Relationships between LA's BEST Program Attendance and Cognitive Gains of LA's BEST Students
    Denise Huang, Seth Leon, Aletha M. Harven, Deborah La Torre, Sima Mostafavi


  • Development of Sensor-Based Measures of Rifle Marksmanship Skill and Performance
    Paul D. Espinosa, Sam O. Nagashima, Gregory K. W. K. Chung, Daniel Parks, Eva L. Baker


  • Assessment of Rifle Marksmanship Skill Using Sensor-Based Measures
    Sam O. Nagashima, Gregory K. W. K. Chung, Paul D. Espinosa, Chris Berka, Eva L. Baker


  • An Exploratory Investigation of the Effect of Individualized Computer-Based Instruction on Rifle Marksmanship Performance and Skill
    Gregory K. W. K. Chung, Sam O. Nagashima, Paul D. Espinosa, Chris Berka, Eva L. Baker


  • The Influence of Cognitive and Non-Cognitive Factors on the Development of Rifle Marksmanship Skills
    Gregory K. W. K. Chung, Sam O. Nagashima, Paul D. Espinosa, Chris Berka, Eva L. Baker


  • Validity from the Perspective of Model-Based Reasoning
    Robert J. Mislevy


  • An Alternative IRT Observed Score Equating Method
    Taehoon Kang, Troy T. Chen


  • Some Aspects of the Technical Quality of Formative Assessments in Middle School Mathematics
    Julia Phelan, Taehoon Kang, David N. Niemi, Terry Vendlinski, Kilchan Choi


  • Examining the Relationship between LA's BEST Program Attendance and Academic Achievement of LA's BEST Students
    Denise Huang, Seth Leon, Deborah La Torre, Sima Mostafavi


  • Identification of Key Indicators of Quality in Afterschool Programs
    Denise Huang, Deborah La Torre, Aletha Harven, Lindsay Perez Huber, Lu Jiang, Seth Leon, Christine Oh


  • The Afterschool Experience in Salsa, Sabor y Salud
    Evaluation 2007-08
    Denise Huang, Deborah La Torre, Christine Oh, Aletha Harven, Lindsay Huber, Seth Leon, Sima Mostafavi


  • Exploring Factors that Affect the Accessibility of Reading Comprehension Assessments for Students with Disabilities: A Study of Segmented Text
    Jamal Abedi, Jenny C. Kao, Seth Leon, Lisa Sullivan, Joan L. Herman, Rita Pope, Veena Nambiar, Ann M. Mastergeorge


  • Assessment of Content Understanding through Science Explanation Tasks
    Christy Kim Boscardin, Barbara Jones, Claire Nishimura, Shannon Madsen, Jae-Eun Park


  • Examining Differential Item Functioning in Reading Assessments for Students with Disabilities
    Jamal Abedi, Seth Leon, Jenny C. Kao


  • Examining Differential Distractor Functioning in Reading Assessments for Students with Disabilities
    Jamal Abedi, Seth Leon, Jenny C. Kao


  • Exploring Data Use and School Performance in an Urban Public School District
    Joan L. Herman, Kyo Yamashiro, Sloane Lefkowitz, Lee Ann Trusela


  • From Evidence to Action: A Seamless Process in Formative Assessment?
    Margaret Heritage, Jinok Kim, Terry P. Vendlinski, Joan L. Herman


  • Formative Assessment and the Improvement of Middle School Science Learning: The Role of Teacher Accuracy
    Joan L. Herman, Kilchan Choi


  • Improving Formative Assessment Practice with Educational Information Technology
    Terry P. Vendlinski, David Niemi, Jia Wang, Sara Monempour


  • Providing Validity Evidence to Improve the Assessment of English Language Learners
    Mikyung Kim Wolf, Joan L. Herman, Jinok Kim, Jamal Abedi, Seth Leon, Noelle Griffin, Patina L. Bachman, Sandy M. Chang, Tim Farnsworth, Hyekyung Jung, Julie Nollner, Hye Won Shin


  • Recommendations for Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses
    Mikyung Kim Wolf, Joan L. Herman, Lyle F. Bachman, Alison L. Bailey, Noelle Griffin


  • Assessment Portfolios as Opportunities for Teacher Learning
    Maryl Gearhart, Ellen Osmundson


  • Templates and Objects in Authoring Problem-Solving Assessments
    Terry P. Vendlinski, Eva L. Baker, David Niemi


  • Using Data and Big Ideas: Teaching Distribution as an Instance of Repeated Addition
    Terry P. Vendlinski, Keith E. Howard, Bryan C. Hemberg, Laura Vinyard, Annabel Martel, Elizabeth Kyriacou, Jennifer Casper, Yourim Chai, Julia C. Phelan, Eva L. Baker


  • Testing One Premise of Scientific Inquiry in Science Classrooms: A Study That Examines Students' Scientific Explanations
    Maria Araceli Ruiz-Primo, Min Li, Shin-Ping Tsai, Julie Schneider


  • Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses--Practice Review
    Mikyung Kim Wolf, Jenny Kao, Noelle Griffin, Joan L. Herman, Patina L. Bachman, Sandy M. Chang, Tim Farnsworth


  • Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses--Literature Review
    Mikyung Kim Wolf, Jenny Kao, Joan L. Herman, Lyle F. Bachman, Alison L. Bailey, Patina L. Bachman, Tim Farnsworth, Sandy M. Chang


  • Creating Accurate Science Benchmark Assessments to Inform Instruction
    Terry P. Vendlinski, Sam Nagashima, Joan L. Herman


  • Predictive Validity of an English Language Arts Performance Assessment
    Jia Wang, David Niemi, Haiwen Wang


  • Accountability and Assessment: Is Public Interest in K-12 Education Being Served?
    Joan L. Herman


  • Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks
    Alison L. Bailey, Becky H. Huang, Hye Won Shin, Tim Farnsworth, Frances A. Butler


  • The Role of Teacher Discourse in Effective Groupwork
    Noreen M. Webb, Megan L. Franke, Marsha Ing, Angela Chan, Tondra De, Deanna Freund, Dan Battey


  • Eliciting Student Thinking in Elementary School Mathematics Classrooms
    Megan L. Franke, Noreen M. Webb, Angela Chan, Dan Battey, Marsha Ing, Deanna Freund, Tondra De


  • Recommendations for Building a Valid Benchmark Assessment System: Second Report to the Jackson Public Schools
    David Niemi, Jia Wang, Haiwen Wang, Julia Vallone, Noelle Griffin


  • Recommendations for Building a Valid Benchmark Assessment System: Interim Report to the Jackson Public Schools
    David Niemi, Julia Vallone, Jia Wang, Noelle Griffin


  • On the Roles of External Knowledge Representations in Assessment Design
    Robert J. Mislevy, John T. Behrens, Randy E. Bennett, Sarah F. Demark, Dennis C. Frezzo, Roy Levy, Daniel H. Robinson, Daisy Wise Rutstein, Valerie J. Shute, Ken Stanley, Fielding I. Winters


  • Closing the Gap? A Comparison of Changes Over Time in White-Black and White-Hispanic Achievement Gaps on State Assessments Versus State NAEP
    Varick Erickson, Andrew Ho, Deborah Holtzman, Andrew Jaciw, Brian Lukoff, Xuejun Shen, Xin Wei, Edward Haertel


  • Developing Academic English Language Proficiency Prototypes for 5th Grade Reading: Psychometric and Linguistic Profiles of Tasks
    An Extended Executive Summary
    Alison L. Bailey, Becky H. Huang, Hye Won Shin, Tim Farnsworth, Frances A. Butler


  • Impact of Different Performance Assessment Cut Scores on Student Promotion
    Jia Wang, David Niemi, and Haiwen Wang


  • Examining the Generalizability of Direct Writing Assessment Tasks
    Eva Chen, David Niemi, Jia Wang, Haiwen Wang, Jim Mirocha


  • School Improvement Under Test-Driven Accountability: A Comparison of High- and Low-Performing Middle Schools in California
    Heinrich Mintrop, Tina Trujillo


  • Should Grade Retention Decisions Be Indicators-based or Model-driven?
    Jia Wang, Haiwen Wang


  • Changes in the Black-White Test Score Gap in the Elementary School Grades
    Daniel Koretz, Young-Suk Kim


  • Exploring the Intellectual, Social and Organizational Capitals at LA's BEST
    Denise Huang, Judy Miyoshi, Deborah La Torre, Anne Marshall, Patricia Perez, Cynthia Peterson


  • The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools
    Heinrich Mintrop, Tina Trujillo


  • The Afterschool Hours: Examining the Relationship between Afterschool Staff-Based Social Capital and Student Engagement in LA's BEST
    Denise Huang, Alison Coordt, Deborah La Torre, Seth Leon, Judy Miyoshi, Patricia Perez, and Cynthia Peterson


  • Does Teacher Professional Development Affect Content and Pedagogical Knowledge: How Much and for How Long?
    Pete Goldschmidt, Geoffrey Phelps


  • Drawing Sound Inferences Concerning the Effects of Treatment on Dispersion in Outcomes: Bringing to Light Individual Differences in Response to Treatment
    Jinok Kim, Michael Seltzer


  • Mathematics and Science Academy: Year 6 Final Evaluation Report
    Ellen Osmundson, Joan Herman


  • Causal Inference in Multilevel Settings in which Selection Processes Vary Across Schools
    Junyeop Kim, Michael Seltzer


  • Using Artifacts to Characterize Reform-Oriented Instruction: The Scoop Notebook and Rating Guide
    Hilda Borko, Brian Stecher, Karin Kuffner


  • Moving to the Next Generation System Design: Integrating Cognition, Assessment, and Learning
    Eva L. Baker


  • Using Artifacts to Describe Instruction: Lessons Learned from Studying Reform-Oriented Instruction in Middle School Mathematics and Science
    Brian Stecher, Hilda Borko, Karin L. Kuffner, Felipe Martinez, Suzanne C. Arnold, Dionne Barnes, Laura Creighton and Mary Lou Gilbert


  • Developing Expertise With Classroom Assessment in K-12 Science: Learning to Interpret Student Work
    Interim Findings From a 2-Year Study
    Maryl Gearhart, Sam Nagashima, Jennifer Pfotenhauer, Shaunna Clark, Cheryl Schwab, Terry Vendlinski, Ellen Osmundson, Joan Herman, Diana J. Bernbaum


  • The Nature and Impact of Teachers’ Formative Assessment Practices
    Joan L. Herman, Ellen Osmundson, Carlos Ayala, Stephen Schneider, Mike Timms


  • English Language Learners and Math Achievement: A Study of Opportunity to Learn and Language Accommodation
    Jamal Abedi, Mary Courtney, Seth Leon, Jenny Kao, and Tarek Azzam


  • Studying the Sensitivity of Inferences to Possible Unmeasured Confounding Variables in Multisite Evaluations
    Michael Seltzer, Jinok Kim, and Ken Frank


  • Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing & Developing Teachers’ Expertise in Academic Language
    Zenaida Aguirre-Munoz, Jae Eun Parks, Aprile Benner, Anastasia Amabisca, Christy Kim Boscardin


  • Characterizing Trainees in the Cognitive Phase using the Human Performance Knowledge Mapping Tool (HPKMT) and Microgenetic Analysis
    Girlie C. Delacruz, Gregory K. W. K. Chung, and William L. Bewley


  • Celebrating 20 Years of Research on Educational Assessment: Proceedings of the 2005 CRESST Conference
    Anne Lewis


  • The Power of Big Ideas in Mathematics Education: Development and Pilot Testing of POWERSOURCE Assessments
    David Niemi, Julia Vallone, and Terry Vendlinski


  • Measuring Teachers' Mathematical Knowledge
    Margaret Heritage and Terry Vendlinski


  • A Distance Learning Testbed
    William L. Bewley, Gregory K. W. K. Chung, Jin-Ok Kim, John J. Lee, and Farzad Saadat


  • Learning Complex Cognitive Skills With an Interactive Job Aid
    Terry P. J. F. Vendlinski, Allen Munro, Quentin A. Pizzini, William L. Bewley, Gregory K. W. K. Chung, Gale Stuart, and Girlie C. Delacruz


  • Linking Assessment and Instruction Using Ontologies
    Gregory K. W. K. Chung, Girlie C. Delacruz, Gary B. Dionne, William L. Bewley


  • Automated Assessment of Domain Knowledge With Online Knowledge Mapping
    Gregory K. W. K. Chung, Eva L. Baker, David G. Brill, Ravi Sinha, Farzad Saadat, and William L. Bewley


  • Beyond Summative Evaluation: The Instructional Quality Assessment as a Professional Development Tool
    Amy C. Crosson, Melissa Boston, Allison Levison, Lindsay Clare Matsumura, Lauren B. Resnick, Mikyung Kim Wolf, and Brian W. Junker


  • Using Classroom Artifacts to Measure Instructional Practice in Middle School Science: A Two-State Field Test
    Hilda Borko, Brian M. Stecher, Felipe Martinez, Karin L. Kuffner, Dionne Barnes, Suzanne C. Arnold, Joi Spencer, Laura Creighton, Mary Lou Gilbert


  • Closing the Gap: Modeling Within-School Variance Heterogeneity in School Effect Studies
    Kilchan Choi and Junyeop Kim


  • Effects of Misbehaving Common Items on Aggregate Scores and an Application of the Mantel-Haenszel Statistic in Test Equating
    Michalis P. Michaelides


  • Educational Accountability Systems
    Robert L. Linn


  • An Investigation of Language-Minority Children: Demographic Characteristics, Initial Performance, and Growth in Achievement
    Douglas Ready and Gerald Tindal


  • Alignment of Mathematics State-level Standards and Assessments: The Role of Reviewer Agreement
    Noreen Webb, Joan Herman, and Norman Webb


  • Role of a Task-Specific Adapted Feedback on a Computer-Based Collaborative Problem-Solving Task
    San-hui (Sabrina) Chuang and Harold F. O'Neil


  • Language-minority Students' Cognitive School Readiness and Success in Elementary School
    Lindsay Taggart Rutherford


  • Performance Assessment Models and Tools for Complex Tasks
    Gregory K. W. K. Chung, Girlie C. Delacruz, and William L. Bewley


  • Measuring Reading Comprehension and Mathematics Instruction in Urban Middle Schools: A Pilot Study of the Instructional Quality Assessment
    Lindsay Clare Matsumura, Sharon Cadman Slater, Brian Junker, Maureen Peterson, Melissa Boston, Michael Steele, and Lauren Resnick


  • Measurement Models as Narrative Structures
    Robert J. Mislevy, Chun-Wei Huang


  • Language Background and Early Academic Achievement: Disentangling Language-Minority Status, Social Background, and Academic Engagement
    Marcel Paret


  • Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures
    Zenaida Aguirre-Munoz, Christy Kim Boscardin, Barbara Jones, Jae-Eun Park, Marjorie Chinen, Hye Sook Shin, Janet Lee, Anastasia Aimee Amabisca, and Aprile Benner


  • A Multi-Method and Multi-Source Approach for Studying Fidelity of Implementation
    Maria Araceli Ruiz-Primo


  • Evaluation of Seeds of Science/Roots of Reading Project: Shoreline Science and Terrarium Investigations
    Jia Wang, Joan Herman


  • Preschool Participation and the Cognitive and Social Development of Language-Minority Students
    Russell W. Rumberger, Loan Tran


  • Child Care Arrangements of Language-Minority Children: Care Provider’s Language Use
    Hiromi Ishizawa


  • Exploring Models of School Performance: From Theory to Practice
    Kilchan Choi, Pete Goldschmidt, Kyo Yamashir


  • Assessing Academic Rigor in Mathematics Instruction: The Development of the Instructional Quality Assessment Toolkit
    Melissa Boston and Mikyung Kim Wolf


  • Overview of the Instructional Quality Assessment
    Brian Junker, Yanna Weisberg, Lindsay Clare Matsumura, Amy Crosson, Mikyung Kim Wolf, Allison Levison, and Lauren Resnick


  • Accountable Talk in Reading Comprehension Instruction
    Mikyung Kim Wolf, Amy C. Crosson, and Lauren B. Resnick


  • Using the Instructional Quality Assessment Toolkit to Investigate the Quality of Reading Comprehension Assignments and Student Work
    Lindsay Clare Matsumura, Sharon Cadman Slater, Mikyung Kim Wolf, Amy Crosson, Allison Levison, Maureen Peterson, Lauren Resnick, and Brian W. Junker


  • Issues of Structure and Issues of Scale in Assessment From a Situative/Sociocultural Perspective
    Robert J. Mislevy


  • Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards
    Alison L. Bailey, Frances A. Butler, and Edynn Sato


  • Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification
    Jamal Abedi, Mary Courtney, James Mirocha, Seth Leon, and Jennifer Goldberg


  • Metric-Free Measures of Test Score Trends and Gaps with Policy-Relevant Examples
    Andrew D. Ho and Edward H. Haertel


  • Using Standards and Empirical Evidence to Develop Academic English Proficiency Test Items in Reading
    Alison L. Bailey, Robin Stevens, Frances A. Butler, Becky Huang, and Judy N. Miyoshi


  • The Validity of Administering Large-Scale Content Assessments to English Language Learners: An Investigation From Three Perspectives
    Jamal Abedi, Alison Bailey, Frances Butler, Martha Castellon-Wellington, Seth Leon, and James Mirocha


  • Using Classroom Artifacts to Measure Instructional Practices in Middle School Mathematics: A Two-State Field Test
    Brian M. Stecher, Alice C. Wood, Mary Lou Gilbert, Hilda Borko, Karin L. Kuffner, Suzanne C. Arnold, Elizabeth H. Dorman


  • Upgrading America’s Use of Information to Improve Student Performance
    Margaret Heritage, John Lee, Eva Chen, and Debbie LaTorre


  • Using IRT DIF Methods to Evaluate the Validity of Score Gains
    Daniel M. Koretz and Daniel F. McCaffrey


  • Speeding, Tax Fraud, and Teaching to the Test
    Edward P. Lazear


  • CRESST 2004 CONFERENCE
    Research Guidance: Assessment, Accountability, Action!
    Anne Lewis


  • Corrective Action in Low-Performing Schools: Lessons for NCLB Implementation from State and District Strategies in First-Generation Accountability Systems
    Heinrich Mintrop and Tina Trujillo


  • Improving Accountability Models by Using Technology-Enabled Knowledge Systems (TEKS)
    Eva L. Baker


  • Alignment, High Stakes, and the Inflation of Test Scores
    Daniel Koretz


  • A Historical Perspective on Validity Arguments for Accountability Testing
    Edward Haertel and Joan Herman


  • Measurement Issues in the Alignment of Standards and Assessments: A Case Study
    Joan L. Herman, Noreen M. Webb, & Stephen A. Zuniga


  • CRESST Performance Assessment Models: Assessing Content Area Explanations
    Eva L. Baker, Pamela R. Aschbacher, David Niemi, and Edynn Sato


  • Test-based Educational Accountability in the Era of No Child Left Behind
    Robert L. Linn


  • Issues in the Design of Accountability Systems
    Robert L. Linn


  • Making Accountability Work to Improve Student Learning
    Joan Herman


  • Math and Science Academy
    Year 4 Evaluation Report
    Ellen Osmundson and Joan Herman


  • Modeling Heterogeneity in Relationships Between Initial Status and Rates of Change: Latent Variable Regression in a Three-Level Hierarchical Model
    Kilchan Choi and Michael Seltzer


  • Task Templates Based on Misconception Research
    Jennifer G. Cromley and Robert J. Mislevy


  • Aligning Curriculum, Standards, and Assessments: Fulfilling the Promise of School Reform
    Eva L. Baker


  • The Relationship Between School Quality and the Probability of Passing Standards-Based High-Stakes Performance Assessments
    Pete Goldschmidt, Jose-Felipe Martinez-Fernandez


  • My Current Thoughts on Coefficient Alpha and Successor Procedures
    Lee J. Cronbach, Editorial Assistance by Richard J. Shavelson


  • Academic English in Fifth-grade Mathematics, Science, and Social Studies Textbooks
    Frances A. Butler, Alison L. Bailey, Robin Stevens, Becky Huang, Carol Lord


  • Corrective Action in Low-Performing Schools: Lessons for NCLB Implementation from State and District Strategies in First-Generation Accountability Systems
    Heinrich Mintrop and Tina Trujillo


  • Application of Generalizability Theory to Concept-Map Assessment Research
    Yue Yin and Richard J. Shavelson


  • Informal Formative Assessment of Students' Understanding of Scientific Inquiry
    Maria Araceli Ruiz-Primo and Erin Marie Furtak


  • The Case for an Integrated Design Framework for Assessing Science Inquiry
    Robert J. Mislevy, Gail P. Baxter


  • Children Left Behind In AYP and Non-AYP Schools: Using Student Progress and the Distribution Of Student Gains to Validate AYP
    Kilchan Choi, Michael Seltzer, Joan Herman, and Kyo Yamashiro


  • Sampling of Common Items: An Unrecognized Source of Error in Test Equating
    Michalis P. Michaelides, Edward H. Haertel


  • Consequences and Validity of Performance Assessment for English Learners: Assessing Opportunity to Learn (OTL) in Grade 6 Language Arts
    Christy Kim Boscardin, Zenaida Aguirre-Muńoz, Marjorie Chinen, Seth Leon, and Hye Sook Shin


  • Principles for Scaling Up: Choosing, Measuring Effects, and Promoting the Widespread Use of Educational Innovation
    Eva L. Baker


  • Issues in Assessing English Language Learners’ Opportunity to Learn Mathematics
    Joan L. Herman and Jamal Abedi


  • A Brief Introduction to Evidence-Centered Design
    Robert J. Mislevy , Russell G. Almond & Janice F. Lukas


  • Intuitive Test Theory
    Henry I. Braun, Robert J. Mislevy


  • The Behavior of Linking Items in Test Equating
    Edward H. Haertel


  • Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues
    Jamal Abedi


  • Developing Assessments to Inform Teaching and Learning
    Kristin M. Bass and Robert Glaser


  • The Effects of Teacher Discourse on Student Behavior and Learning in Peer-Directed Groups
    Noreen Webb, Kariane M. Nemer, Nicole Kersting, Marsha Ing, and Jeffrey Forrest


  • An Approach to Operationalizing Academic Language for Language Test Development Purposes: Evidence From Fifth-Grade Science and Math
    Frances A. Butler, Carol Lord, Robin Stevens, Malka Borrego, and Alison L. Bailey


  • Monetary Incentives for Low-Stakes Tests
    Harold F. O’Neil, Jamal Abedi, Charlotte Lee, Judy Miyoshi, and Ann Mastergeorge


  • A Comparison of Two Construct-a-Concept-Map Science Assessments: Created Linking Phrases and Selected Linking Phrases
    Yue Yin, Jim Vanides, Maria Araceli Ruiz-Primo, Carlos C. Ayala, and Richard Shavelson


  • What are the Chances of Getting into a UC School? A Look at the Course-taking Patterns of High School Students For UC Admissions Eligibility
    Kilchan Choi and Edward Shin


  • An Analysis of School District Data Using Value-added Methodology
    Damian Betebenner


  • Towards the Characterization of Academic Language in Upper Elementary Science Classrooms
    Alison L. Bailey, Frances A. Butler, Charmien LaFramenta, & Christine Ong


  • Issues in the Computer-Based Assessment of Collaborative Problem Solving
    Harold F. O’Neil, San-hui Chuang, and Gregory K. W. K. Chung


  • Specifying and Refining a Measurement Model for a Simulation-Based Assessment
    Roy Levy and Robert J. Mislevy


  • Using Hierarchical Growth Models to Monitor School Performance Over Time: Comparing NCE to Scale Score Results
    Pete Goldschmidt, Kilchan Choi, and Felipe Martinez


  • Systemic Strategies to Improve Low-Performing Schools— Lessons from First-Generation Accountability Systems
    Heinrich Mintrop and Rosie Papazian


  • A Four-Process Architecture for Assessment Delivery, With Connections to Assessment Design
    Russell G. Almond, Linda Steinberg, Robert J. Mislevy


  • Artifact Packages for Measuring Instructional Practice: A Pilot Study
    Brian M. Stecher, Alicia Alonzo, Hilda Borko, Shannon Moncure and Sherie McClam


  • Addressing Questions Concerning Equity in Longitudinal Studies of School Effectiveness and Accountability: Modeling Heterogeneity in Relationships Between Initial Status and Rates of Change
    Kilchan Choi and Michael Seltzer


  • Changing University of California Admissions Practices: A Participant-Observer Perspective
    Eva L. Baker


  • From Usable to Useful Assessment Knowledge: A Design Problem
    Eva L. Baker


  • An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document
    Alison L. Bailey and Frances A. Butler


  • Teachers’ Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study
    Daniel M. Koretz and Laura Hamilton


  • Introduction to the Biomass Project: An Illustration of Evidence-Centered Assessment Design and Delivery Capability
    Linda S. Steinberg, Robert J. Mislevy, Russell G. Almond, Andrew B. Baird, Cara Cahallan, Louis V. Dibello, Deniz Senturk, Duanli Yan, Howard Chernick, Ann C. H. Kindfield


  • Effectiveness and Validity of Accommodations for English Language Learners in Large-Scale Assessments
    Jamal Abedi, Mary Courtney, and Seth Leon


  • Multiple Measures: Toward Tiered Systems
    Eva L. Baker


  • An Adaptation of Stochastic Curtailment to Truncate Wald’s SPRT in Computerized Adaptive Testing
    Matthew Finkelman


  • Argument Substance and Argument Structure in Educational Assessment
    Robert J. Mislevy


  • Evaluating New Approaches to Assessing Learning
    Richard Shavelson, Maria Araceli Ruiz-Primo, Min Li and Carlos Cuauhtemoc Ayala


  • Impact of Student Language Background on Content-Based Performance: Analyses of Extant Data
    Jamal Abedi


  • Teachers’ Assignments and Student Work: Opening a Window on Classroom Practice
    Lindsay Clare Matsumura, Jenny Pascal


  • Accountability: Responsibility and Reasonable Expectations
    Robert L. Linn


  • Assessing Expert Knowledge Representations of Introductory Statistics
    Nancy C. Lavigne, Robert Glaser


  • The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills
    Gregory K.W.K. Chung, Eva L. Baker, Thomas C. Harmon, Glenn A. Burks


  • Using a Matched Sampling Methodology to Evaluate Program Effects: An Illustration From the University of California Outreach Programs
    Denise D. Quigley, Jorge Muńoz, and Alison Jacknowitz


  • On the Structure of Educational Assessments
    Robert J. Mislevy, Linda S. Steinberg, Russell G. Almond


  • Using Multivariate Matched Sampling That Incorporates the Propensity Score to Establish a Comparison Group
    Denise D. Quigley


  • Evidentiary Relationships Among Data-Gathering Methods and Reporting Scales in Surveys of Educational Achievement
    Robert J. Mislevy


  • A Follow-Up Investigation of the Role of Cover Story on the Assessment of Experimental Design Skills
    Corinne Zimmerman and Robert Glaser


  • Alignment and College Admissions: The Match of Expectations, Assessments, and Educator Perspectives
    Joan L. Herman, Noreen Webb, and Stephen Zuniga


  • An Evaluation of Creative Learning Communities in Classrooms: A Two-Year Study of the Implementation of School Reform
    Ann M. Mastergeorge, Ingrid Roberson, Felipe Martinez, Lance Evans, and Andrew Johnson


  • The Los Angeles Annenberg Metropolitan Project: Evaluation Findings
    Joan Herman and Eva Baker


  • No Child Left Behind: Methodological Challenges & Recommendations for Measuring Adequate Yearly Progress
    Yeow Meng Thum


  • The Early Academic Outreach Program (EAOP) and Its Impact on High School Students’ Completion of the University of California’s Preparatory Coursework
    Denise D. Quigley and Seth Leon


  • A Survey of Teachers’ Perspectives on High-Stakes Testing in Colorado: What Gets Taught, What Gets Lost
    Grace Taylor, Lorrie Shepard, Freya Kinner, and Justin Rosenthal


  • Assessing Students With Disabilities: Issues and Evidence
    Daniel Koretz and Karen Barton


  • Research-Supported Accommodation for English Language Learners in NAEP
    Jamal Abedi, Mary Courtney, and Seth Leon


  • Validity Issues for Accountability Systems
    Eva L. Baker, Robert L. Linn


  • How Are High School Students Faring in the College Prep Curriculum? A Look at Benchmark Data for UC Partner High Schools in the University of California's School/University Partnership Program
    Denise D. Quigley and Seth Leon


  • Psychometric Principles in Student Assessment
    Robert J. Mislevy, Mark R. Wilson, Kadriye Ercikan, and Naomi Chudowsky


  • Measuring Instructional Quality in Accountability Systems: Classroom Assignments and Student Achievement
    Lindsay Clare Matsumura, Helen E. Garnier, Jenny Pascal, Rosa Valdes


  • Access to Higher Education and the Role of Academic Outreach Programs: Understanding the Dynamics of Service Learning
    Denise D. Quigley, Renate Doerry, Anne Marshall, and Myisha Wilcher


  • Modeling Conditional Probabilities in Complex Educational Assessments
    Robert J. Mislevy, Russell Almond, Lou Dibello, Frank Jenkins, Linda Steinberg, Duanli Yan, Deniz Senturk


  • Design and Analysis in Task-Based Language Assessment
    Robert J. Mislevy, Linda S. Steinberg, Russell G. Almond


  • Measuring Student and School Progress With the California API
    Yeow Meng Thum


  • Instructional Effects in Elementary Schools
    John L. Herman


  • The Struggle to Reform Education: Exploring the Limits of Policy Metaphors
    Eva L. Baker


  • Knowledge Mapper
    Authoring System Prototype
    Gregory K. W. K. Chung, Eva L. Baker, and Alicia M. Cheak


  • Multidimensional Validity Revisited: A Multidimensional Approach to Achievement Validation
    Richard J. Shavelson and Shun Lau


  • On the Links Between Students' Motivational Patterns and Their Perceptions of, Beliefs About, and Performance on Different Types of Science Assessments: A Multidimensional Approach to Achievement Validation
    Angela M. Haydel and Robert W. Roeser


  • On Science Achievement From the Perspective of Different Types of Tests: A Multidimensional Approach to Achievement Validation
    Carlos Cuauhtémoc Ayala, Yue Yin, Susan Schultz, and Richard Shavelson


  • Another Look at Cognitive Abilities and Motivational Processes in Science Achievement: A Multidimensional Approach to Achievement Validation
    Haggai Kupermintz and Robert Roeser


  • On Cognitive Abilities and Motivational Processes in Students' Science Engagement and Achievement: A Multidimensional Approach to Achievement Validation
    Shun Lau, Robert W. Roeser, and Haggai Kupermintz


  • Conceptual Framework and Design of the High School Study: A Multidimensional Approach to Achievement Validation
    Richard J. Shavelson, Robert Roeser, Haggai Kupermintz, Shun Lau, Carlos Ayala, Angela Haydel, Susan Schultz


  • Collaborative, School-Based Professional Development Settings for Teachers: Implementation and Links to Improving the Quality of Classroom Practice and Student Learning
    Lindsay Clare Matsumura and Joan Rector Steinberg


  • Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
    Robert L. Linn, Eva L. Baker, and Damian W. Betebenner


  • Benchmarking and Alignment of Standards and Testing
    Robert Rothman, Jean B. Slattery, Jennifer L. Vranek, and Lauren B. Resnick


  • Combining Surveys and Case Studies to Examine Standards-Based Educational Reform
    Brian Stecher and Hilda Borko


  • Informing the Design of Performance Assessments Using a Content-Process Analysis of Two NAEP Science Tasks
    Kristin M. Bass, Maria E. Magone, Robert Glaser


  • Teacher Effects As a Measure of Teacher Effectiveness: Construct Validity Considerations in TVAAS (Tennessee Value-Added Assessment System)
    Haggai Kupermintz


  • Looking Into Students' Science Notebooks: What Do Teachers Do With Them?
    Maria Araceli Ruiz-Primo, Min Li, and Richard J. Shavelson


  • Stability of School Building Accountability Scores and Gains
    Robert L. Linn and Carolyn Haug


  • Examining Relationships Between Where Students Start and How Rapidly They Progress: Implications for Constructing Indicators That Help Illuminate the Distribution of Achievement Within Schools
    Michael Seltzer, Kilchan Choi, and Yeow Meng Thum


  • Latent Variable Modeling in the Hierarchical Modeling Framework: Exploring Initial Status x Treatment Interactions in Longitudinal Studies
    Michael Seltzer, Kilchan Choi, and Yeow Meng Thum


  • The Effects of Vouchers on School Improvement: Another Look at the Florida Data
    Haggai Kupermintz


  • The Validity of Knowledge Mapping as a Measure of Elementary Students' Scientific Understanding
    Davina C. D. Klein, Gregory K. W. K. Chung, Ellen Osmundson, Howard E. Herl, Harold F. O'Neil, Jr.


  • Linguistic and Cultural Diversity
    A Growing Challenge to American Higher Education
    Clifford Hill


  • Productive Helping in Cooperative Groups
    Noreen M. Webb, Sydney H. Farivar, and Ann M. Mastergeorge


  • Testing Positive Versus Negative Claims: A Preliminary Investigation of the Role of Cover Story on the Assessment of Experimental Design Skills
    Corinne Zimmerman and Robert Glaser


  • Assessing Student Representations of Inferential Statistics Problems
    Nancy C. Lavigne, Robert Glaser


  • Academic Language and Content Assessment: Measuring the Progress of English Language Learners (ELLs)
    Robin A. Stevens, Frances A. Butler, and Martha Castellon-Wellington


  • Toward a Framework for Validating Gains Under High-Stakes Conditions
    Daniel M. Koretz, Danial F. McCaffrey, and Laura S. Hamilton


  • School and Classroom Practices in Washington State During Two Years of Education Reform
    Brian Stecher and Tammi Chun


  • 2000 CRESST Conference Proceedings
    Educational Accountability in the 21st Century
    Anne Lewis


  • The Influence of External Evaluations on the National Assessment of Educational Progress
    Robert Linn


  • 1999 CRESST Conference Proceedings
    Benchmarks for Accountability: Are We There Yet?
    Anne Lewis


  • On the Cognitive Interpretation of Performance Assessment Scores
    Carlos Cuauhtémoc Ayala, Richard Shavelson, and Mary Ann Ayala


  • Teachers' Assignments as Indicators of Instructional Quality in Elementary Schools
    Lindsay Clare, Rosa Valdés, Jenny Pascal, and Joan Rector Steinberg


  • Using Technology to Assess Students' Web Expertise
    Davina C. D. Klein, Louise Yarnall, and Christina Glaubke


  • A Sample Assessment Using the Four Process Framework
    Russell Almond, Linda Steinberg, and Robert Mislevy


  • Detecting a Change in School Performance: A Bayesian Analysis for a Multilevel Join Point Problem
    Yeow Meng Thum and Suman Kumar Bhattacharya


  • Short Circuits or Superconductors? Examining Factors That Encourage or Undermine Group Learning and Collaboration Among High-Ability Students
    Noreen Webb, Kariane Mari Welner, and Stephen Zuniga


  • The Performance of Students With Disabilities on New York's Revised Regents Comprehensive Examination in English
    Daniel Koretz and Laura Hamilton


  • The Design and Evaluation of Educational Assessment and Accountability Systems
    Robert Linn


  • Making Sense of Data From Complex Assessments
    Robert J. Mislevy, Linda S. Steinberg, Russell G. Almond, F. Jay Breyer, and Lynn Johnson


  • The Effects of Accommodations on the Assessment of Limited English Proficient (LEP) Students in the National Assessment of Educational Progress (NAEP)
    Jamal Abedi, Carol Lord, Christy Kim Boscardin, Judy Miyoshi


  • NAEP Math Performance and Test Accommodations: Interactions With Student Language Background
    Jamal Abedi, Carolyn Hofstetter, Eva Baker, Carol Lord


  • Lessons Learned in Using Data to Support School Inquiry and Continuous Improvement: Final Report to the Stuart Foundation
    Joan Herman and Barry Gribbons


  • Leverage Points for Improving Educational Assessment
    Robert J. Mislevy, Linda S. Steinberg, Russell G. Almond, Geneva D. Haertel, and William R. Penuel


  • An Analysis of Notebook Writing in Elementary Science Classrooms
    Gail P. Baxter, Kristin M. Bass, and Robert Glaser


  • Using Teachers' Assignments as an Indicator of Classroom Practice
    Lindsay Clare


  • On the "Exchangeability" of Hands-On and Computer-Simulated Science Performance Assessments
    Anders Rosenquist, Richard Shavelson, and Maria Araceli Ruiz-Primo


  • Parents and Teachers Working Together to Support Third-Grade Achievement: Parents as Learning Partners (PLP) Findings
    Denise D. Quigley


  • Validating Standards-Referenced Science Assessments
    Bokhee Yoon and Michael J. Young


  • Standards, Assessments - and What Else? The Essential Elements of Standards-Based School Improvement
    Diane J. Briars and Lauren Resnick


  • Evaluation Report/UC Diagnostic Writing Service
    Ellen Osmundson and Joan L. Herman


  • Learning to Write in Urban Elementary and Middle Schools: An Investigation of Teachers' Written Feedback on Student Compositions
    Lindsay Clare Matsumura, Rosa Valdés, G. Genevieve Patthey-Chavez


  • The Effects of the Washington State Education Reform on Schools and Classrooms
    Brian M. Stecher, Sheila L. Barron, Tammi Chun, and Karen Ross


  • The Impact of Preference for Accommodations: The Performance of English Language Learners on Large-Scale Academic Achievement Tests
    Martha Castellon-Wellington


  • Instructional Variation and Student Achievement in a Standards-Based Education District
    Lauren Resnick and Michael Harwell


  • A Further Examination of Student Progress in Charter Schools Using the California API
    David Rogosa


  • Practical Deliberation in Local School Districts: A South Carolina Experiment
    Lorraine M. McDonnell and M. Stephen Weatherford


  • Student Assessment and Student Achievement in the California Public School System
    Joan Herman, Richard S. Brown, and Eva Baker


  • Bayes Nets in Educational Assessment: Where Do the Numbers Come From?
    Robert J. Mislevy, Russell G. Almond, Duanli Yan, and Linda S. Steinberg


  • The Role of Classroom Assessment in Teaching and Learning
    Lorrie Shepard


  • Assessing Active Knowledge
    Robert Glaser and Gail P. Baxter


  • The Dependability and Interchangeability of Assessment Methods in Science
    Noreen Webb, Jonah Schlackman, and Brenda Sugrue


  • "No Excuses": School Reform Efforts in Exemplary Schools of Kentucky
    Shelby Wolf, Hilda Borko, Monette McIver, and Rebekah Elliott


  • Developing Indicators of Classroom Practice to Monitor and Support School Reform
    Pamela R. Aschbacher


  • Professional Development: A Key to Kentucky's Reform Effort
    Hilda Borko, Rebekah Elliott, and Kay Uchiyama


  • Identifying Differential Item Functioning on the NELS:88 History Achievement Test
    Vi-Nhuan Le


  • Accuracy of Year-1, Year-2 Comparisons Using Individual Percentile Rank Scores: Classical Test Theory Calculations
    David Rogosa


  • Accuracy of Individual Scores Expressed in Percentile Ranks: Classical Test Theory Calculations
    David Rogosa


  • Accommodations for Students With Disabilities A Teacher's Guide
    Ann M. Mastergeorge and Judy N. Miyoshi


  • Knowledge Mapping in the Classroom: A Tool for Examining the Development of Students' Conceptual Understandings
    Ellen Osmundson, Gregory Chung, Howard E. Herl, and Davina C. D. Klein


  • State Standards-Setting and Public Deliberation: The Case of California
    Lorraine M. McDonnell and M.Stephen Weatherford


  • Quadrennial Milepost Accountability Testing in Kentucky
    Brian M. Stecher and Sheila I. Barron


  • 1998 CRESST Conference Proceedings
    Comprehensive Systems for Educational Accounting and Improvement: R&D Results
    Anne Lewis


  • On the Cognitive Validity of Interpretations of Scores From Alternative Concept Mapping Techniques
    Maria Araceli Ruiz-Primo, Susan Schultz, Min Li, and Richard Shavelson


  • Computer-Based Collaborative Knowledge Mapping to Measure Team Processes and Team Outcomes
    Harold O'Neil, Jr., Gregory K. W. K. Chung, and Howard E. Herl


  • Final Report for Validation of Problem-Solving Measures
    Howard E. Herl, Harold O'Neil, Jr., Gregory K. W. K. Chung, Cecilia Bianchi, Shu-ling Wang, Richard Mayer, Charlotte Yeh Lee, Angela Choi, Thomas Suen, and Aileen Tu


  • On the Roles of Task Model Variables in Assessment Design
    Robert J. Mislevy, Linda S. Steinberg, and Russell G. Almond


  • Reflections on the Future of NAEP: Instrument for Monitoring or for Accountability?
    Lauren Resnick


  • Assessing Students With Disabilities in Kentucky: The Effects of Accommodations, Format, and Subject
    Daniel Koretz and Laura Hamilton


  • Initial Steps in the Validation of the Second Language Proficiency Descriptors for Public High Schools, Colleges, and Universities in California: Writing
    Frances Butler and Robin Stevens


  • Writing Whirligigs
    The Art and Assessment of Writing in Kentucky State Reform
    Shelby A.Wolf and Monette C. McIver


  • Tensions Between Competing Pedagogical and Accountability Commitments for Exemplary Teachers of Mathematics in Kentucky
    Hilda Borko and Rebekah Elliott


  • Writing Conferences: Powerful Tools for Writing Instruction
    Monette Coleman McIver and Shelby A. Wolf


  • Construct Validation of Mathematics Achievement: Evidence From Interview Procedures
    Haggai Kupermintz, Vi-Nhuan Le, and Richard E. Snow


  • Comparison of the Reliability and Validity of Scores From Two Concept-Mapping Techniques
    Concept-Map Representation of Knowledge Structures: Report of 2 Year Activities
    Maria Araceli Ruiz-Primo, Susan E. Schultz, Min Li, and Richard Shavelson


  • On the Assessment of Science Achievement Conceptual Underpinnings for the Design of Performance Assessments: Report of Year 2 Activities
    Richard Shavelson and Maria Araceli Ruiz-Primo


  • Assessments and Accountability
    Robert Linn


  • Analysis of Reading Skills Development from Kindergarten through First Grade: An Application of Growth Mixture Modeling to Sequential Processes
    Bengt Muthén, Siek-Toon Khoo, David Francis and Christy Kim Boscardin


  • Alternative Approaches to Scoring: The Effects of Using Different Scoring Methods on the Validity of Scores From a Performance Asessment
    Kristie Waltman, Andrea Kahn, and Gina Koency


  • A Cognitive Task Analysis, with Implications for Designing A Simulation-Based Performance Assessment
    Robert J. Mislevy, Linda S. Steinberg, F. Jay Breyer, Russell G. Almond, and Lynn Johnson


  • Inclusion of Limited-English-Proficient Students in Rhode Island's Grade 4 Mathematics Performance Assessment
    Lorrie Shepard, Grace Taylor, and Damian Betebenner


  • Problem Choice by Test Takers: Implications for Comparability and Construct Validity
    Robert Linn, Damian W. Betebenner, and Kerry S. Wheeler


  • Instructional Validity, Opportunity to Learn and Equity: New Standards Examinations for the California Mathematics Renaissance
    Bokhee Yoon and Lauren Resnick


  • Exploring Differential Item Functioning on Science Achievement Tests
    Laura S. Hamilton and Richard E. Snow


  • The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing
    Brian M. Stecher, Sheila Barron, Tessa Kaganoff, and Joy Goodwin


  • Assessing Student Achievement: Search for Validity and Balance
    Anne Lewis


  • A Note on Knowledge-Based Model Construction in Educational Assessment
    Robert J. Mislevy, Russell G. Almond, and Linda Steinberg


  • Quantifying the Characteristics of Knowledge Structure Representations: A Lattice-Theoretic Framework
    Michael James Young


  • Impact of Selected Background Variables on Students' NAEP Math Performance
    Jamal Abedi, Carol Lord, and Carolyn Hofstetter


  • The Use of Piecewise Growth Models in Evaluation of Interventions
    Michael Seltzer and Martin Svartberg


  • Does Adaptive Testing Violate Local Independence?
    Robert J. Mislevy and Hua-Hua Chang


  • Estimating Consistency and Accuracy of Classifications in Standards-Referenced Assessment
    Michael James Young and Bokhee Yoon


  • The Interchangeability of Assessment Methods in Science
    Brenda Sugrue, Noreen Webb, and Jonah Schlackman


  • Principals' Views of Mathematics Standards, Frameworks, and Assessment in a Context of Reform
    Maryl Gearhart


  • Important Features of State Assessment Systems From the Local Perspective: Interim Report
    Brian M. Stecher, Sheila Barron, Hilda Borko, and Shelby Wolf


  • Teachers' Shifting Assessment Practices in the Context of Educational Reform in Mathematics
    Geoffrey B.Saxe, Megan L. Franke, Maryl Gearhart, Sharon Howard, and Michele Crockett


  • The New Standards Reference Examination Standards-Referenced Scoring System
    David E.Wiley and Lauren Resnick


  • Reliability and Validity of a State Metacognitive Inventory: Potential for Alternative Assessment
    Harold O'Neil, Jr., and Jamal Abedi


  • The Politics of Assessment: A Case Study of Policy and Political Spectacle
    Mary Lee Smith, Walter Heinecke, and Audrey J. Noble


  • An Exploration of Selected Conative Constructs and Their Relation to Science Learning
    Douglas N. Jackson III


  • I've Seen This Before? The Effects of Self-Monitoring and Multiple Context Instruction on Knowledge Representation and Transfer Among Middle School Students
    Davina C. D. Klein


  • Model-Based Performance Assessment
    Eva Baker


  • Assessing Program Effects in the Presence of Treatment-Baseline Interactions: A Latent Curve Approach
    Siek-Toon Khoo and Bengt Muthén


  • Test Specifications for Problem-Solving Assessment
    Harold O'Neil, Jr. and John Schacter


  • Improving the Equity and Validity of Assessment-Based Information Systems
    Zenaida Aguirre-Munoz and Eva Baker


  • Methodological Approaches to Online Scoring of Essays
    Gregory K. W. K. Chung and Harold O'Neil, Jr.


  • Feasibility of Machine Scoring of Concept Maps
    Harold O'Neil, Jr. and Davina C. D. Klein


  • Year 1 Technology Studies: Implications for Technology in Assessment
    Gregory K. W. K. Chung and Eva Baker


  • On the Development and Scoring of Classification and Observation Science Performance Assessments
    Guillermo Solano-Flores, Richard Shavelson, Maria Araceli Ruiz-Primo, Susan Elise Schultz, and Edward W. Wiley


  • Equity Issues in Collaborative Group Assessment: Group Composition and Performance
    Noreen Webb, Kariane Nemer, Alex Chizhik, and Brenda Sugrue


  • Teachers' Grouping Practices in Elementary Science Classrooms
    Noreen Webb, Gail P. Baxter, and Laurie Thompson


  • On The Validity Of Concept Map-Base Assessment Interpretations: An Experiment Testing The Assumption Of Hierarchical Concept Maps in Science
    Maria Araceli Ruiz-Primo, Richard Shavelson, and Susan Elise Shultz


  • A Cognitive Demands Analysis of Innovative Technologies
    Davina C. D. Klein, Harold O'Neil, Jr., and Eva L.Baker


  • Assessing Opportunity to Learn: A California Example
    Joan Herman and Davina C. D. Klein


  • An Approach to Analyzing the Cognitive Complexity of Science Performance Assessments
    Gail P. Baxter and Robert Glaser


  • Insights Gained From a Classroom-Based Assessment Project
    Lorrie Shepard


  • Assessment of Transfer in a Bilingual Cooperative Learning Curriculum
    Margaret H.Szymansky, Richard P. Durán


  • Differential Effects of Question Formats in Math Assessment on Metacognition and Affect
    Harold O'Neil, Jr., and Richard S. Brown


  • Accommodation Strategies for English Language Learners on Large-Scale Assessments: Student Characteristics and Other Considerations
    Frances Butler and Robin Stevens


  • Individual Differences in Conation: Selected Constructs and Measures
    Richard E. Snow and Douglas N. Jackson, III


  • Large-Scale Assessment in Support of School Reform: Lessons in the Search for Alternative Measures
    Joan Herman


  • Group Discussion and Large-Scale Language Arts Assessment: Effects on Students' Comprehension
    Randy Fall, Noreen Webb, and Naomi Chudowsky


  • Exploring the Dynamics of Complex Problem-Solving With Artificial Neural Network-Based Assessment Systems
    Karen Hurst, Adrian Casillas and Ronald H. Stevens


  • General Growth Modeling in Experimental Designs: A Latent Variable Framework for Analysis and Power Estimation
    Bengt O. Muthén and Patrick Curran


  • Testing and Teaching: Local Implementation of New State Assessments
    Lorraine M. McDonnell and Craig Choisser


  • Alternative Assessment Programs: What Are the True Costs? An Analysis of the Total Costs of Assessment in Kentucky and Vermont
    Lawrence O. Picus and Alisha Tralli


  • Assessing Equity in Alternative Assessment: An Illustration of Opportunity-to-Learn Issues
    Joan Herman, Davina C.D. Klein, Sara T. Wakai, and Tamela Heath


  • American Students' Perspectives on Alternative Assessment: Do They Know It's Different?
    Joan Herman, Davina C.D.Klein, and Sara T.Wakai


  • The 1994 Mathematics Reference Examination: Design, Administration, Results, and Accuracy Assessment
    New Standards, Learning Research and Development Center, University of Pittsburgh


  • Emerging Educational Standards of Performance in the United States
    Eva Baker and Robert Linn


  • Concept Map-Based Assessment in Science: Two Exploratory Studies
    Maria Araceli Ruiz-Primo, Susan Elise Schultz and Richard Shavelson


  • Assessment and Education: Access and Achievement
    Robert Glaser


  • Graphical Models and Computerized Adaptive Testing
    Robert J. Mislevy and Russell G. Almond


  • Early Adolescence/English Language Arts Classroom Observation Study
    Robert Land, Corinne Harol


  • Multidimensional Description of Subgroup Differences in Mathematics Achievement Data From the 1992 National Assessment of Educational Progress
    Bengt O. Muthen, Siek-Toon Khoo, and Ginger Nelson Goff


  • The Assessment of Students With Disabilities in Kentucky
    Daniel Koretz


  • Are NAEP Executive Summary Reports Understandable to Policy Makers and Educators?
    Ronald Hambleton and Sharon Slater


  • Final Report of Language Background as a Variable in NAEP Mathematics Performance
    Jamal Abedi, Carol Lord, and Joseph Plummer


  • Dimensionality of NAEP Subscale Scores in Mathematics
    Jamal Abedi


  • Final Report of Experimental Studies on Motivation and NAEP Test Performance
    Harold O'Neil, Jr., Brenda Sugrue, Jamal Abedi, Eva Baker, and Shari Golan


  • Standards-Led Assessment: Technical and Policy Issues in Measuring School and Student Progress
    Robert Linn and Joan Herman


  • Reforming Schools by Reforming Assessment: Consequences of the Arizona Student Assessment Program (ASAP): Equity and Teacher Capacity Building
    Mary Lee Smith


  • The Politics of State Testing: Implementing New Student Assessments
    Lorraine McDonnell


  • Teachers' Developing Ideas and Practices About Mathematics Performance Assessment: Successes, Stumbling Blocks, and Implications for Professional Development.
    Hilda Borko, Vicky Mayfield, Scott Marion, Roberta Flexer, and Kate Cumbo


  • New Writing Assessments: The Challenge of Changing Teachers' Beliefs About Students as Writers
    Shelby Wolf and Maryl Gearhart


  • Teachers' Beliefs About Assessment and Instruction in Literacy
    Carribeth Bliem and Kathryn Davinroy


  • The Politics of Assessment: A View From The Political Culture of Arizona
    Mary Lee Smith


  • Implications of the OECD Comparative Study of Performance Standards for Educational Reform in the United States 
    Eva Baker


  • Assessment and Instruction in the Science Classroom
    Gail P. Baxter, Anastasia D. Elder, and Robert Glaser


  • Final Report on an Evaluation of the California Mathematics Diagnostic Testing Project
    John R. Novak, Alexander Chizhik, and Susane Moran


  • Assessing the Validity of the National Assessment of Educational Progress: Final Report of the NAEP Technical Review Panel
    Robert Linn, Daniel Koretz, and Eva Baker


  • Performance Puzzles: Issues in Measuring Capabilities and Certifying Accomplishments
    Lauren Resnick


  • Evidence and Inference in Educational Assessment
    Robert Mislevy


  • The Role of Probability-Based Inference in an Intelligent Tutoring System
    Robert Mislevy and Drew Gitomer


  • Latent Variable Modeling of Longitudinal and Multilevel Data
    Bengt Muthén


  • A Simple Approach to Inference in Covariance Structure Modeling With Missing Data: Bayesian Analysis
    Bengt Muthén


  • Issues in Portfolio Assessment: The Scorability of Narrative Collections
    John R. Novak, Joan L. Herman, Maryl Gearhart


  • Final Report: Perceived Effects of the Maryland School Performance Assessment Program
    Daniel Koretz, Karen Mitchell, Sheila Barron, and Sarah Keith


  • Estimating the Costs of Student Assessment in North Carolina and Kentucky: A State-Level Analysis
    Lawrence O. Picus, Alisha Tralli, Suzanne Tacheny


  • Opportunity-to-Learn Effects on Achievement: Analytical Aspects
    Bengt Muthen, Li-Chiao Huang, Booil Jo, Siek-Toon Khoo, Ginger Nelson Goff, John Novak, and Jeff Shih


  • Teachers' and Students' Roles in Large-Scale Portfolio Assessment: Providing Evidence of Competency With the Purposes and Processes of Writing
    Maryl Gearhart and Shelby Wolf


  • Patterns of Performance Across Different Types of Items Measuring Knowledge of Ohm's Law
    Brenda Sugrue, Rosa Valdes, Jonah Schlackman, and Noreen Webb


  • Using Group Collaboration as a Window Into Students' Cognitive Processes
    Noreen Webb, Kariane Nemer, Alex Chizhik, Brenda Sugrue


  • Instructional Influences on Content Area Explanations and Representational Knowledge: Evidence for the Construct Validity of Measures of Principled Understanding
    David Niemi


  • Monitoring and Improving a Portfolio Assessment System
    Carol M. Myford and Robert J. Mislevy


  • Comparing Reliability Indices by Different Approaches for Performance Assessment
    Jamal Abedi, Eva Baker, and Howard Herl


  • Portfolio-Driven Reform: Vermont Teachers' Understanding of Mathematical Problem Solving and Related Changes in Classroom Practice
    Brian M. Stecher and Karen J. Mitchell


  • Measurement of Teamwork Processes Using Computer Simulation
    Harold O'Neil, Jr., Gregory K. Chung, and Richard S. Brown


  • Cognitive Analysis of a Science Performance Assessment
    Gail Baxter, Anastasia Elder, and Robert Glaser


  • An Analysis of Parent Opinions and Changes in Opinions Regarding Standardized Tests, Teacher's Information, and Performance Assessment
    Lorrie Shepard and Carribeth L. Bliem


  • How "Messing About" with Performance Assessment in Mathematics Affects What Happens in Classrooms
    Roberta J. Flexer, Kate Cumbo, Hilda Borko, Vicky Mayfield, Scott F. Marion


  • How Does My Teacher Know What I Know?
    Kathryn Davinroy, Carribeth Bliem, and Vicky Mayfield


  • Effects of Introducing Classroom Performance Assessments on Student Learning
    Lorrie Shepard, Roberta Flexer, Elfrieda Hiebert, Scott Marion, Vicky Mayfield, and Timothy Weston


  • Mapping Test Items to the 1992 NAEP Mathematics Achievement Levels Descriptions: Mathematics Educators' Interpretations and Their Relationship to Student Performance
    Brenda Sugrue, John Novak, Leigh Burstein, Elizabeth Lewis, Daniel Koretz, and Robert Linn


  • Generalizability of New Standards Project 1993 Pilot Study Tasks in Mathematics
    Robert Linn, Elizabeth Burton, Lizanne DeStefano, and Matthew Hanson


  • A First Look: Are Claims for Alternative Assessment Holding Up?
    Joan Herman, Davina Klein, Tamela Heath, and Sara Wakai


  • Performance-Based Assessment for Accountability Purposes: Taking the Plunge and Assessing the Consequences
    Leigh Burstein


  • Toward the Instructional Utility of Large-Scale Writing Assessment: Validation of a New Narrative Rubric
    Maryl Gearhart, Joan Herman, John Novak, Shelby Wolf, and Jamal Abedi


  • On Concept Maps as Potential "Authentic" Assessments in Science
    Richard Shavelson, Heather Lang, and Bridget Lewin


  • Specifications for the Design of Problem-Solving Assessments in Science
    Brenda Sugrue


  • Group Collaboration in Assessment: Competing Objectives, Processes, and Outcomes
    Noreen Webb


  • The Evolution of a Portfolio Program: The Impact and Quality of the Vermont Program in Its Second Year (1992-1993)
    Daniel Koretz, Brian Stecher, Stephen Klein, and Daniel McCaffrey


  • A Conceptual Framework for Analyzing the Costs of Alternative Assessment
    Lawrence Picus


  • Economic Analysis of Testing: Competency, Certification, and "Authentic" Assessments
    James Catterall and Lynn Winters


  • Analysis of Cognitive Demand in Selected Alternative Science Assessments
    Gail Baxter, Robert Glaser, and Kalyani Raghavan


  • Measurement-Driven Reform: Research on Policy, Practice, Repercussion
    Audrey J. Noble and Mary Lee Smith


  • What Happens When the Test Mandate Changes? Results of a Multiple Case Study
    Mary Lee Smith, Audrey J. Noble, Marilyn Cabay, Walt Heinecke, M. Susan Junker, and Yvonne Saffron


  • Assessment, Testing, and Instruction: Retrospect and Prospect
    Robert Glaser and Edward Silver


  • Policymakers' Views of Student Assessment
    Lorraine McDonnell


  • Engaging Teachers in Assessment of Their Students' Narrative Writing: Impact on Teachers' Knowledge and Practice
    Maryl Gearhart, Shelby A. Wolf, Bette Burkey, and Andrea K. Whittaker


  • Test Theory Reconceived
    Robert J. Mislevy


  • Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results
    Robert Linn and Vonda L. Kiplinger


  • Assessment Issues in the Validation of a Computer Simulation of Negotiation Skills
    Harold O'Neil, Jr., Keith Allred, and Robert Dennis


  • Old and New Beliefs about Measurement-Driven Reform: "The More Things Change, the More They Stay the Same"
    Audrey Noble and Mary Lee Smith


  • Assessment, Equity, and Diversity in Reforming America's Schools
    Linda F. Winfield and Michael D. Woodard


  • Can Portfolios Assess Student Performance and Influence Instruction? The 1991-92 Vermont Experience
    Daniel Koretz, Brian Stecher, Stephen Klein, Daniel McCaffrey, and Edward Deibert


  • Interim Report: The Reliability of Vermont Portfolio Scores in the 1992-93 School Year
    Daniel Koretz, Stephen Klein, Daniel McCaffrey, and Brian Stecher


  • Comparability Across Assessments: Lessons From the Use of Moderation Procedures in England
    Elizabeth Burton and Robert Linn


  • Cross-Scorer and Cross-Method Comparability and Distribution of Judgments of Student Math, Reading, and Writing Performance: Results From the New Standards Project Big Sky Scoring Conference
    Lauren Resnick, Daniel Resnick, and Lizanne DeStefano


  • Parent Opinions About Standardized Tests, Teacher's Information and Performance Assessments
    Lorrie Shepard and Carribeth L. Bliem


  • Teachers' Ideas and Practices About Assessment and Instruction
    Hilda Borko, Maurene Flory, and Kate Cumbo


  • Dilemmas and Issues in Implementing Classroom-Based Assessments for Literacy
    Elfrieda H. Hiebert and Kathryn Davinroy


  • Dilemmas and Issues for Teachers Developing Performance Assessments in Mathematics
    Roberta J. Flexer and Eileen A. Gerstner


  • Whose Work Is It? A Question for the Validity of Large-Scale Portfolio Assessment
    Maryl Gearhart, Joan Herman, Eva Baker, and Andrea K. Whittaker


  • Performance-Based Assessment and What Teachers Need
    Charlotte Higuchi


  • Sampling Variability of Performance Assessments
    Richard Shavelson, Xiaohong Gao, and Gail Baxter


  • Raising the Stakes of Test Administration: The Impact on Student Performance on NAEP
    Vonda Kiplinger and Robert Linn


  • Issues in Innovative Assessment for Classroom Practice: Barriers and Facilitators
    Pamela Aschbacher


  • Writing What You Read: Assessment as a Learning Event
    Shelby Wolf and Maryl Gearhart


  • Omitted and Not-Reached Items in Mathematics in the 1990 National Assessment of Educational Progress
    Daniel Koretz, Elizabeth Lewis, Tom Skewes-Cox, and Leigh Burstein


  • Latent Variable Modeling of Growth with Missing Data and Multilevel Data
    Bengt Muthén


  • The Reliability of Scores from the 1992 Vermont Portfolio Assessment Program
    Daniel Koretz, Daniel McCaffrey, Stephen Klein, Robert Bell, Brian Stecher


  • Assessment of Conative Constructs for Educational Research and Evaluation: A Catalogue
    Richard Snow and Douglas Jackson III


  • The Apple Classrooms of Tomorrow: The UCLA Evaluation Studies
    Eva Baker, Maryl Gearhart and Joan Herman


  • Collaborative Group Versus Individual Assessment in Mathematics: Group Processes and Outcomes
    Noreen Webb


  • Educational Assessment: Expanded Expectations and Challenges (1992 Thorndike Award Address)
    Robert Linn


  • The Vermont Portfolio Assessment Program: Interim Report on Implementation and Impact, 1991-1992 School Year
    Daniel Koretz, Brian Stecher, Edward Deibert


  • Cognitive Theory as the Basis for Design of Innovative Assessment: Design Characteristics of Science Assessments
    Robert Glaser, Kalyani Raghavan, and Gail Baxter


  • Accountability and Alternative Assessment: Research and Development Issues
    Joan Herman


  • Benchmarking Text Understanding Systems to Human Performance: An Exploration
    Frances Butler, Eva Baker, Tine Falk, Howard Herl, Younghee Jang, Patricia Mutch


  • The Influence of Problem Context on Mathematics Performance
    Noreen Webb, Esther Yasui


  • Report on Multilevel and Longitudinal Psychometric Models: Latent Variable Models for Analysis of Growth
    Bengt Muthén, Ginger Nelson


  • Measurement of Workforce Readiness Competencies: Design of Prototype Measures
    Harold O'Neil, Jr., Keith Allred, Eva Baker


  • Measurement of Workforce Readiness: Review of Theoretical Frameworks
    Harold O'Neil, Jr., Keith Allred, Eva Baker


  • Will National Tests Improve Student Learning?
    Lorrie Shepard


  • Implications for Diversity in Human Characteristics for Authentic Assessment
    Edmund W. Gordon


  • The Natural Language Sourcebook
    Walter Read, Michael Dyer, Eva Baker, Patricia Mutch, Frances Butler, Alex Quilici, and John Reeves


  • Language Assessment Instruments: LAUSD Language Development Program for African American Students
    Frances Butler, Joan Herman, Edynn Yamaguchi


  • Discovering What Schools Really Teach: Designing Improved Coursework Indicators
    Lorraine M. McDonnell, Leigh Burstein, Tor Ormseth, James M. Catterall, David Moody


  • Writing Portfolios at the Elementary Level: A Study of Methods for Writing Assessment
    Maryl Gearhart, Joan Herman, Eva Baker, Andrea Whittaker


  • A New Mirror for the Classroom: A Technology-Based Tool for Documenting the Impact of Technology on Instruction
    Maryl Gearhart, Joan Herman, Eva Baker, John R. Novak, and Andrea K. Whittaker


  • Cross-State Comparability of Judgments of Student Writing: Results From the New Standards Project
    Robert Linn


  • Effects of Standardized Testing on Teachers and Learning - Another Look
    Joan Herman and Shari Golan


  • Conceptual Considerations in Instructionally Sensitive Assessment
    Leigh Burstein


  • Multilevel Factor Analysis of Class and Student Achievement Components
    Bengt O. Muthen


  • Complex, Performance-Based Assessment: Expectations and Validation Criteria
    Robert Linn, Eva Baker, and Stephen B. Dunbar


  • The Validity and Credibility of the Achievement Levels for the 1990 National Assessment of Educational Progress in Mathematics
    Robert L. Linn, Daniel M. Koretz, Eva L. Baker, Leigh Burstein


  • Translation Between Symbolic Representations: Relationship Between Instruction and Performance
    Noreen M. Webb, Karen Gold, Sen Qi


  • Assessing the Content Validity of Teachers' Reports of Content Coverage and Its Relationship to Student Achievement
    Bokhee Yoon, Leigh Burstein, and Karen Gold


  • The Effects of Testing on Teaching and Learning
    Joan Herman, Jeanne Dreyfus, and Shari Golan


  • Guidelines for Effective Score Reporting
    Pamela R. Aschbacher and Joan Herman


  • Customized Tests and Customized Norms
    Robert L Linn and Ronald K. Hambleton


  • Individualized Educational Assessment: Twelfth-Grade Science
    Bock & Zimowski


  • The Graded Mark-Point Method of Scoring Performance Exercises and Open-Ended Items
    R. Darrell Bock


  • Alternative Assessment: State Activity, Interest, and Concerns
    Pamela R. Aschbacher


  • The Role of Testing in Elementary Schools
    Mary Lee Smith, Carole Edelsky, Kelly Draper, C Rottenberg


  • A Reform Cooled-Out: Competency Tests Required for High School Graduation
    James S. Catterall


  • Estimating the Costs and Benefits of Large-Scale Assessments: Lessons from Recent Research
    James S. Catterall


  • Psychometricians' Beliefs About Learning
    Lorrie A. Shepard


  • Cognitive Assessment of Subject Matter: Understanding the Marriage of Psychological
    Eva L. Baker, Marie Freeman, & Serena Clayton


  • Mathematical Problem-Solving Processes and Performance: Translation Among Symbolic
    Noreen M. Webb, Karen Gold & Sen Qi


  • Principals: Their Use of Formal and Informal Data
    Joan Herman, Shari Golan and Jeanne Dreyfus


  • Political and Practical Issues in Improving School Board Use of Evaluation Data
    Herman, Golan & Dreyfus


  • Establishing the Content Validity of Tests Designed to Serve Multiple Purposes:
    Leigh Burstein, Pamela Aschbacher, Zheng Chen and Li Lin


  • Looking Behind the Average: How are States Reporting Test Results
    Leigh Burstein


  • Comparing Four Statistical Packages for Hierarchical Linear Regression
    Kreft, Leeuw & Kim


  • Report on Content Definition Process in Social Studies Testing
    House & Lawrence


  • Patterns in Teachers Reports of Topic Coverage and Their Effects on Math Achievement:
    B. Yoon


  • Comparing State and District Test Results to National Norms:
    Linn, Graue & Sanders


  • "Inflated Test Scores Gains": Is it Old Norms or Teaching the Test
    Lorrie A. Shepard


  • Duplex Design: Giving Students a Stake in Educational Assessment
    Bock & Zimowski


  • Analyses of Procedures for Assessing Content Coverage & Its Effects on Instruction
    Burstein, Chen & Kim


  • R&D Priorities for Educational Testing and Evaluation:
    Joan Herman


  • Using Multilevel Analysis to Assess School Effects:
    I. Kreft


  • Has Item Response Theory Increased The Validity of Achievement Tests Scores?
    Robert Linn


  • Developing Indicators of Student Coursework
    McDonnell & Ormseth


  • The ACOT Report Card: Effects on Complex Performance and Attitude
    Baker, Herman & Gearhart


  • Technology Assessment: Policy and Methodological Issues
    Eva L. Baker


  • Reporting for Effective Decision Making
    Herman, Winters & Golan


  • Model-Based Ranking of Schools
    Ita G.G. Kreft, Jan de Leeuw


  • School Dropouts: Here Today, Here Tomorrow
    James S. Catterall


  • High Order Assessment and Indicators of Learning
    Eva L. Baker


  • A Classification of Sentences Used in Natural Language Processing in the Military Services
    Merlin C. Wittrock


  • Survey on ECIA Chapter 1 Evaluation Regulations
    Sharon Johnson-Lewis


  • Instructional Sensitivity in Mathematics Achievement Test Items: Application of a New IRT-Based Detection Technique
    Bengt O. Muthen, Chih-Fen Kao, Leigh Burstein


  • Cultural Literacy and Testing
    Ernest R. House, Carol Emmer, Nancy Lawrence


  • Can We Fairly Measure the Quality of Education?
    Eva L. Baker


  • Increasing the Utility of Information Systems in Schools: Lessons from the Literature
    Joan L. herman, Shari Golan


  • Directly Comparing Computer and Human Performance in Language Understanding and Visual Reasoning
    Eva L. Baker, Elaine L. Lindheim, Josef Skrzypek


  • A Contrast Between Computer and Human Language Understanding
    Eva L. Baker, Elaine L. Lindheim


  • Instructionally Sensitive Psychometrics: Applications to the Second International Mathematics Study
    Bengt O. Muthen


  • Implementing Star: Sensible Technology Assessment/Research
    Eva L. Baker, Joan L. Herman


  • The Role of Symbolic Representation in Achievement and Instruction
    Noreen Webb, Sen Qi, John Novak


  • Mandated Tests: Reform or Quality Indicator?
    Eva L. Baker


  • Dimensions of Thinking: Implications for Testing
    Robert L. Linn


  • Conversations on Evaluation Utilization
    Marvin C. Alkin


  • Conversations on Evaluation Utilization
    Marvin C. Alkin


  • Standards and School Dropouts: A National Study of the Minimum Competency Test
    James S. Catterall


  • The Texas Teacher Test*
    Lorrie A. Shepard, Amelia E. Kreitzer


  • A Case Study of the Texas Teacher Test: Technical Report
    Lorrie A. Shepard, Amelia E. Kreitzer, and M. Elizabeth Graue


  • State-by-State Comparisons of Student Achievement: The Definition of the Content Domain for Assessment
    Robert L. Linn


  • Evaluation for School Improvement: Try-Out of A Comprehensive School-Based Model
    Joan L. Herman


  • Definition of Content in Social Studies Testing: Conceptual Content Assessment Report
    Ernest R. House, Carol Emmer, Elain Kolitch, Barbara Waitz, Eva L. Baker


  • Issues in Intelligent Computer-Assisted Instruction: Evaluation and Measurement
    Harold F. O'Neil, Jr. and Eva L. Baker


  • Using Item Specific Instructional Information in Achievement Modeling
    Bengt Muthen


  • Translation Among Symbolic Representation in Problem Solving: Results of a Preliminary Study
    Richard J. Shavelson, Noreen M. Webb, Michal Shemesh, and Jin W. Yang


  • The Role of Symbol Systems in Problem Solving: A Literature Review
    Richard J. Shavelson, Noreen M. Webb, and Penny Lehman


  • Some Uses of Structural Equation Modeling in Validity Studies: Extending IRT to External Variables Using SIMS Results
    Bengt Muthen


  • Speed and Accuracy of Word Decoding and Recognition
    Robert L. Linn, Sheila W. Valencia, and Katherine E. Ryan


  • Reading Assessment: Practice and Theoretical Perspectives
    Robert L. Linn, Sheila W. Valencia


  • Educational Quality Indicators In the United States: Latest Developments
    Leigh Burstein


  • A Process Model of Dropping Out of School: Implications for Research and Policy in an Era of Raised Academic Standards
    James S. Catterall


  • Standards of Competence: A Multi-Site Case Study of School Reform
    Mary C. Ellwein, Gene V. Glass


  • Comprehensive Educational Assessment for the States: the Duplex Design
    R. Darrell Bock and Robert Mislevy


  • Measurement and Statistical Issues in Multilevel Research on Schooling
    Kenneth A. Sirotnik and Leigh Burstein


  • Specificity of Information in Data-based Decision Making in Schools
    Leigh Burstein


  • Using State Test Data For National Indicators of Education Quality: A Feasibility Study
    Leigh Burstein, Eva Baker, Pamela Aschbacher and J. Ward Keesling


  • Social vs. Clinical Perspectives on the Use Of Information Implications for School-based Information Systems
    Kenneth A. Sirotnik, Dorr-Bremme, and Leigh Burstein


  • Information Use in Secondary Schools: A Case Study of the Development of a Comprehensive Information System
    Dorr-Bremme


  • Quality, Content, and Context in the Assessment of Student Learning and Development in College
    C. Robert Pace


  • Computerized Diagnostic Testing: Problems And Possibilities
    David L. McArthur


  • Interactive Diagnostic Testing: Field Trial Results
    David L. McArthur and Beverly Cabello


  • Testing in the Schools: A Historical Perspective
    William E. Coffman


  • Information Use in Local School Improvement: A Multilevel Perspective
    Leigh Burstein


  • Distributive Processing Issues In Education Information Systems
    Philip B.Ender


  • Making Sense out of Comprehensive School-Based Information Systems
    Ken A. Sirotnik, Leigh Burstein


  • The Use of Survey Data in Comprehensive Information Systems for School Improvement: Purposes, Practices, and Problems
    Leigh Burstein, Kenneth A. Sirotnik


  • Contextual Influences in Developing a School-Based Comprehensive Information System
    Donald W. Dorr-Bremme


  • Interpreting the Results of Diagnostic Testing: Some Statistics for Testing in Real Time
    David McArthur, Chih-Ping Chou


  • Local Evaluation and School Improvement: Current Status and Future Possibilities
    Joan Herman


  • A Domain-Referenced Approach to Diagnostic Testing Using Generalizability Theory
    Joan Herman, Noreen Webb, Beverly Cabello


  • From Program Evaluation to Instructional Information Systems
    Adrianne Bank, Richard C. Williams


  • Organizing Evaluations for Use as a Management Tool
    James Burry, Marvin C. Alkin, Joan Ruskus


  • Diagnosing Students' Errors from Their Response Selections in Language Arts
    Noreen M. Webb, Joan L. Herman, Beverly Cabello


  • Factors Common to High-Utilization Evaluations
    Joan A. Ruskus, Marvin C. Alkin


  • Reflections on Evaluation Costs: Direct and Indirect
    Marvin C. Alkin, Joan A. Ruskus


  • Computers in the Classroom: Another Case of the More Things Change the More They Stay The Same?
    Jeannie Oakes, Mark Schneider


  • Comprehensive Evaluation of Computer Courseware: Getting Back to the Basics
    Kenneth A. Sirotnik


  • From Domain-Referenced Curriculum Evaluation to Selection of Educational Microcomputer Software
    Wells Hively


  • The Present and Future Relationship of Technology and Testing
    Frank B. Baker


  • Some New (and Old) Directions for Computer Courseware
    J.D. Fletcher


  • Don't Bother Me with Instructional Design: I'm Busy Programming!
    M. David Merril


  • Human Cognition and the Use of New Technologies
    Richard E. Meyer


  • Cognitive Approaches to the Analysis of Technical Understanding
    Nancy K. Atwood, Eva L. Baker


  • Magnet Schools as Voluntary Desegregation Efforts: A Three-Year Evaluation Perspective
    Nancy K. Atwood, Marvin C. Alkin


  • The Use of Existing Data Bases in Program Evaluation and School Improvement
    Leigh Burstein


  • Using vs. Being Used by School Information Systems
    Kenneth A. Sirotnik


  • An Outcome-Free Conception of Schooling: Implications for School-Based Inquiry and Information Systems
    Kenneth A. Sirotnik


  • Optimizing the Diagnostic Power of Tests: An Illustration from Language Arts
    Noreen Webb, Joan Herman, Beverly Cabello


  • The Administrator's Role in Evaluation Use
    James Burry, Marvin C. Alkin


  • A Survey of Substance Use and Related Factors Among Secondary School Students in Grades 7, 9, and 11 in the County of Orange, Fall 1983
    Rodney Skager, Ebrahim Maddahian


  • Testing and Excellence in Education: Some Questions about Costs and Benefits
    Eva L. Baker, Joan L. Herman, James S. Catterall


  • Federal Requirements Affecting Local Evaluation Use
    James Burry


  • Measuring Achievement with Latent Structure Models
    Rand R. Wilcox


  • Item Response Theory: The Three-Parameter Logistic Model
    Ronald K. Hambleton


  • The Rasch Model for Item Analysis
    Bruce Choppin


  • Analysis of Test Score Patterns: The Student-Problem (S-P) Technique
    David L. McArthur


  • Toward More Sensible Achievement Measuring: A View and Review
    Kenneth A. Sirotnik


  • Educational Testing and Measurement: A Brief History
    David L. McArthur


  • Methodological Issues in Studying the Effectiveness of Schooling: Recent Developments and Lingering Concerns
    Kenneth A. Sirotnik, Leigh Burstein


  • School Effectiveness: A Bandwagon in Search of a Tune
    Kenneth A. Sirotnik


  • Educational Testing and Evaluation: Critical Research and Development Needs
    Joan Herman


  • An Approximation of the K out of N Reliability of a Test, and a Scoring Procedure for Determining Which Items an Examinee Knows
    Rand R. Wilcox


  • Bounds on the K OUT OF N Reliability of a Test, and an Exact Test for Hierarchically Related Items
    Rand R. Wilcox


  • The Search for Consequences: Assessing the Impact of District Instructional Information Systems
    Richard C. Williams, Adrianne Bank


  • Linking Testing with Instructional Decision Making: Some Models and Guidelines from Research
    Donald W. Dorr-Bremme


  • The Costs of Instructional Information Systems: Results from Two Study Districts
    James S. Catterall


  • The District Role in Introducing Microcomputers: A Contingency Approach
    Richard C. Williams, Adrianne Bank, Carol Thomas


  • The Important District Role in Educational Reform
    Richard C. Williams, Adrianne Bank


  • School Districts in the Information Society: The Emergence of Instructional Information Systems
    Adrianne Bank, Richard C. Williams


  • School District Use of Testing and Evaluation for Instructional Decision Making: A Beginning
    Adrianne Bank, Richard C. Williams


  • How Two Evaluation Offices Help Improve School Performance
    Larry Crabbe, Theron Swainston, Richard C. Williams


  • School District Evaluation Offices: Are They Worth the Money?
    Richard Williams, Pamela McGranahan


  • Ethnography and Evaluation: The Goodness of FIT
    Donald W. Dorr-Bremme


  • Microcomputer Learning in Small Groups: Cognitive Requirements and Group Processes
    Noreen M. Web


  • Task Structure Design: Beyond Linkage
    Eva L. Baker and Joan L. Herman


  • The Costs of Testing in American Public Schools
    D. Dorr-Bremme, J. Burry, J. Catterall, B. Cabello, L. Daniels


  • A Two-Parameter Latent Trait Model
    Bruce Choppin


  • A Fully Conditional Estimation Procedure for Rasch Model Parameters
    Bruce Choppin


  • Cognitive and Affective Processes Related to School Achievement: Implications for Assessment
    Steven H. Shaha, Merlin C. Wittrock


  • Testing in the Nation's Schools and Districts: How Much? What Kinds? To What Ends? At What Costs?
    James Burry, James Catterall, Bruce Choppin, Donald Dorr-Bremme


  • Cognitive Processes Functional in Spatial Recall
    Steven H. Shaha


  • Reduced Anxiety and Increased Assessment Effectiveness with Matching Test Formats
    Steven H. Shaha


  • Making Instructional Resource Sense out of Government Policy Dollars
    Don Dorr-Bremme, Joan L. Herman, Edys S. Quellmalz


  • Higher Reading Achievement in Los Angeles Title I Elementary Schools: An Exploratory Study of Some Underlying Factors
    Donald Dorr-Bremme


  • Ethnographic Study of Los Angeles Unified School District's Permits with Transportation (PWT) Program
    Donald Dorr-Bremme


  • Designing Writing Assessments: Balancing Fairness, Utility, and Cost
    Edys S. Quellmalz


  • Changing Teacher Behavior: From Symbolism to Reality
    Richard C. Williams


  • Assessing the Effects of District Testing and Evaluation Efforts
    Donna Mitroff


  • How Do External Factors Influence School District Management: A Preliminary Inquiry
    Richard C. Williams, Michelle Marcus


  • Linking Testing and Evaluation Activities with Instruction: Can School Districts Make It Happen?
    Richard C. Williams, Adrianne Bank


  • Considerations in Deciding on a District Management Strategy for Linking Testing and Evaluation Practices with Instructional Change
    Magdala Raupp


  • A Federal Evaluation Agenda for the 1980's: Some Speculations and Suggestions
    Howard E. Freeman


  • Multilevel Properties of Test Items: An Exploratory Study
    M. David Miller, Leigh Burstein


  • Minimum Competency Testing, The Denied Diploma and the Pursuit of Educational Opportunity and Educational Adequacy
    Diana Pullin


  • The Evaluation of Technology R&D: A Continuing Dilemma
    Peter deLeon


  • Potential Sources of Bias in Dual Language Achievement Tests
    Beverly Cabello


  • State of the Art Methodology for the Design and Analysis of Future Large Scale Evaluations: A Selective Examination
    Leigh Burstein


  • Empirical Studies of Multilevel Approaches to Test Development and Interpretation
    Leigh Burstein, M. David Miller


  • Regression Based Analyses of Multilevel Education Data
    Leigh Burstein, Michael David Miller


  • Test Construction Techniques for Building More Sensitive Indicators of Between-Group Differences
    M. David Miller


  • Investigating Social Programs When Individuals Belong to a Variety of Groups over Time
    Leigh Burstein


  • Analysis of Educational Effects from a Multi-level Perspective: Disentangling between- and within-Class Relationships in Mathematics Performance
    Leigh Burstein, Robert L. Linn


  • The Use of Within-Group Slopes as Indices of Group Outcomes
    Leigh Burstein, M. David Miller, Robert L. Linn


  • Assessing Attitudinal Congruence: A Case for Absolute (As Well As Relative) Indices
    Kenneth A. Sirotnik


  • A Contextual Appraisal System for Schools: Medicine or Madness?
    Kenneth A. Sirotnik, Jeannie Oakes


  • School District Management Strategies to Link Testing with Instructional Change
    Adrianne Bank


  • Uses of Data to Improve Instruction in Local School Districts: Problems and Possibilities
    Richard C. Williams, Adrianne Bank


  • Teachers and Testing: A Survey of Test Use
    Jennie P. Yeh, Joan L. Herman, Lawrence M. Rudner


  • Teaching and Testing: Allies or Adversaries
    James Burry, Don Dorr-Bremme, Joan L. Herman, Charlotte M. Lazar-Morrison, James D. Lehman, Jennie P. Yeh


  • Performance Patterns of Bilingual Children Tested in Both Languages
    David L. McArthur


  • Detection of Item Bias Using Analyses of Response Patterns
    David L. McArthur


  • Bias in the Writing of Prose and Its Appraisal
    David L. McArthur


  • Predicting Student Success Following Transition From Bilingual Programs
    Kathleen B. Fischer, Beverly Cabello


  • Patterns of Information Use in School Level Decision Making
    Brian M. Stecher, Marvin C. Alkin, Gretchen Flesher


  • Qualitative Studies in Context: Reflecting on the CSE Studies of Evaluation Use
    Richard H. Daillak, Marvin C. Alkin


  • Creating a Support System for Doing Formative Evaluation within the National Diffusion Network
    Adrianne Bank, Nancy Snidman


  • A Field Study of Evaluators at Work
    Richard H. Daillak


  • Evaluating Federal Education Programs
    Eva L. Baker


  • Using the Non-Finishers' Responses to Examine Item Bias
    Jennie P. Yeh, Joan L. Herman


  • Using the Rasch Model to Examine Item Bias
    Jennie P. Yeh, Jon Conklin


  • The Use of Log-Linear Models in Evaluating Mastery Programs
    Jennie P. Yeh


  • Comparison of Program Effects: The Use of Mastery Scores
    Jennie P. Yeh, Raymond Moy


  • An Approach to Measuring the Achievement or Proficiency of an Examinee
    Rand R. Wilcox


  • Determining Test Length to Control for False-Positive and False-Negative Error Rates on Criterion-Referenced Tests
    Rand R. Wilcox


  • On False-Positive and False-Negative Decisions with a Mastery Test
    Rand R. Wilcox


  • Empirical Validation Studies of Alternate Response Modes for Writing Assessment
    Frank J. Capell, Edys S. Quellmalz


  • A Review of the Literature on Test Use
    Charlotte Lazar-Morrison, Linda Polin, Raymond Moy, James Burry


  • A Reanalysis of Test Use Data
    Jennie P. Yeh


  • Evaluation Information and Decision Making in Organizations: Some Constraints on the Utilization of Evaluation Research
    Charles O'Reilly III


  • School District Evaluation Efforts: Contradictions and Implications
    David W. O'Shea


  • Role Conflict and Ambiguity Among School District Evaluation Unit Heads
    Oscar Grusky


  • Institutional Structure and Organizational Processes: The Role of Evaluation Units in Schools
    Lynne G. Zucker


  • Some Effects of Parent Involvement in Schools
    Joan L. Herman, Jennie P. Yeh


  • Improving Title I Technical Assistance: An Evaluation Utilization Perspective
    Marvin C. Alkin


  • Problems in Stabilizing the Judgment Process
    Edys Quellmalz


  • Specifying the Writing Domain for Assessment: Recommendations to the Practitioner
    Linda Polin


  • Characteristics of Student Writing Competence: An Investigation of Alternative Scoring Systems
    Laura Spooner Smith, Lynn Winters, Edys S. Quellmalz, and Eva L. Baker


  • Measures of High School Students' Expository Writing: Direct and Indirect Strategies
    Laura Spooner Smith


  • Defining Writing: Effects of Discourse and Response Mode
    Edys Quellmalz, Frank J. Capell, Chih-Ping Chou


  • The Effects of Differing Response Criteria on the Assessment of Writing Competence
    Lynn Winters


  • The Relationship of Classroom Instructional Characteristics in the Descriptive/Narrative Mode
    Marcella Pitts


  • Survey of Needs for Bilingual Evaluation Technical Assistance
    Kathleen Fernandes


  • On False-Positive and False-Negative Decisions with a Mastery Test
    Rand R. Wilcox


  • Domain-Referenced Specifications for Writing Proficiency
    Edys S. Quellmalz


  • An Approach to Measuring the Achievement or Proficiency of an Examinee
    Rand R. Wilcox


  • Grammatical Errors and Communication Breakdown
    Machiko Tomiyama


  • On Latent Structure Models for Measuring Achievement on Hierarchically Related Skills
    Rand R. Wilcox, Jennie P. Yeh


  • Explorations in Evaluation Theory Development
    Marvin C. Alkin


  • Setting Up and Evaluating Tutoring Projects
    Carol Taylor Fitz-Gibbon


  • Tutoring: Some New Ideas
    Carol Taylor Fitz-Gibbon


  • A Survey of Tutoring Projects
    Carol Taylor Fitz-Gibbon


  • An Examination of the Literature on Tutoring
    Carol Taylor Fitz-Gibbon


  • Tutoring and Social Psychology: A Theoretical Analysis
    Neil M. Malamuth, Carol Taylor Fitz-Gibbon


  • Estimating the Parameters of the Beta-Binomial Distribution
    Rand R. Wilcox


  • Determinants of Item Difficulty: A Preliminary Investigation
    Jason Millman


  • The Effects of Tense Continuity and Subject-Verb Agreement Errors on Communication
    Vicki M. Porton


  • Partitioning Normal Populations with Respect to a Control
    Rand Wilcox


  • Some Methodological Issues in Using Standardized Test Scores to Evaluate Large-Scaled Educational Programs
    Jon Conklin


  • Decisions and Dilemmas in Constructing Criterion-Referenced Tests: Some Questions and Issues
    Laura Spooner Smith


  • Control Test Items: A Baseline Measure for Evaluating Achievement
    Clinton B. Walker


  • Survey of Test Selectors' Concerns and the Test Selection Process
    Margeret Dotseth, Russell Hunter, Clinton B. Walker


  • Fun and Games: Their Relationship to Basic Skills in Elementary School Children



  • Secondary Analysis: An Important Resource for Educational Research and Evaluation
    Leigh Burstein


  • Auditing a Large-Scale Evaluation: The Quality of Evaluative Information for the Assessment of Program Impact and for Decision-Making
    Leigh Burstein, J. Ward Keesling, Jon Conklin, Mary Lynn Doscher


  • Standards for Evaluating Criterion-Referenced Tests
    Clinton B. Walker


  • Comparing Examinees to a Control
    Rand R. Wilcox


  • Applying Ranking and Selection Techniques to Determine the Length of a Mastery Test
    Rand R. Wilcox


  • Estimating the Likelihood of False-Positive and False-Negative Decisions in Mastery Testing: An Empirical Bayes Approach
    Rand Wilcox


  • Estimating True Score in the Compound Binomial Error Model
    Rand R. Wilcox


  • Some Comments on Selecting the Best of Several Binomial Populations or the Bivariate Normal Population Having the Largest Correlation Coefficient
    Rand R. Wilcox


  • A New Role for Evaluators
    Marvin C. Alkin


  • The Title of This Speech Is…
    Marvin C. Alkin


  • The Great Criterion-Referenced Test Myth
    Rodney W. Skager


  • Determining How Well a Test Measures Your Objectives
    Stephen P. Klein, Jacqueline P. Kosecoff


  • A Review of Early Childhood Education: First Annual Evaluation Report, 1973-74
    Arlene Fink and Ralph Hoepfner


  • Determining Educational Goal Priorities in a Secondary School
    Thomas C. McGuire, Joseph M. Petrosko


  • Instructional Sensitivity Statistics Appropriate for Objectives-Based Test Items
    Jacqueline B. Kosecoff, Stephen P. Klein


  • A Comparison of Procedures for Determining Goal Priorities
    Jack Krakower, Ralph Hoepfner


  • Women: Personal and Environmental Factors in Role Identification and Career Choices
    Felice J. Karman


  • Studies of College Students and Alumni: Selected Dissertations in Higher Education
    Glenn F. Nyre


  • Utilizing Experts' Judgment in the Process of Curriculum Evaluation
    Arieh Lewy


  • The Use of Elementary School Goals in a Grade Level Needs Assessment
    Joyce DeMuth


  • The Validity of Tests of Social Intelligence
    Ralph Hoepfner


  • A New Eclectic Model for the Redirection of Evaluation Efforts
    Marvin C. Alkin, Jacqueline B. Kosecoff


  • Ongoing Evaluation of Educational Programs
    Stephen P. Klein


  • Structuring Communication with Parents: Participation in Common Terms
    Delores Barnes


  • User Oriented Product Evaluation
    Marvin C. Alkin, Joseph Wingard


  • Achievement Expectations: A Survey of Professional Opinions
    Paul A. Bradley


  • A Classification Scheme for Objectives-Based Evaluation Systems
    Marvin C. Alkin


  • Utility Functions for Test Performance
    James S. Dyer, William Farrell, Paul Bradley


  • Differentiated School Norms
    William J. Doherty


  • Procedures for Comparing Instructional Programs
    Stephen Klein


  • What Test Publishers Publish
    Ralph Hoepfner, William J. Doherty


  • Investigating Test Bias
    Ralph Hoepfner, Guy P. Strickland


  • A Faculty Assesses Its Teaching: A Survey of the UCLA Faculty
    James W. Trent, Clare Rose


  • Toward an Evaluative Methodology for Criterion-Referenced Measures: Test Sensitivity
    Dan Gilbert Ozenne


  • The Development and Field Testing of Evaluation Workshop I: An Orientation
    Stephen P. Klein, Marc-Andre Nadeau


  • Report on the Field Testing of the CSE Elementary School Evaluation Kit: Needs Assessment
    Ralph Hoepfner, Ira Nelken, Paul A. Bradley, Guy P. Strickland, Richard C. Williams, Dale C. Woolley, Delores Barnes


  • A Test of Tests
    Ralph Hoepfner


  • A Critical Survey of Auto-Feedback Devices in Education
    Joyce DeMuth, Ralph Hoepfner


  • Procedures for Needs-Assessment Evaluation: A Symposium
    Stephen P. Klein, Ralph Hoepfner, Paul A. Bradley, Dale Woolley, James S. Dyer, Guy P. Strickland


  • Decision Making in the Schools
    Ralph W. Larkin


  • Traditional Values and Contemporary Achievement of Japanese American-Pupils
    Audrey James Schwartz


  • The Decision to Go to College: An Accumulative, Multivariate Process
    James W. Trent


  • The Circle of Evaluation in the Community Junior College
    James W. Trent


  • A Decision Model for Evaluating Potential Changes in Instructional Programs
    J.P. Amor, J.S. Dyer


  • Toward Educational Improvement: Engineering 45
    Earl R. Parker, John W. Frease, James W. Trent


  • Extending Classical Tests Theory to the Measurement of Change
    Edward F. O'Connor, Jr.


  • Development of a School Attitude Questionnaire for Young Children
    Guy Strickland


  • Measuring Normal Affective States in Children: Symposium Presented at the 1970 Annual Convention of the Western Psychological Association
    Ralph Hoepfner


  • The Unintentional Memory Load in Tests for Young Children
    Margaret Hubbard Jones


  • Rationale and Use of Content-Relevant Achievement Tests for the Evaluation of Instructional Programs
    Marianne Patalino


  • Measuring the Institutional Stance on Matters of Student Conduct
    Richard Seligman


  • Evaluation and the Improvement of Compensatory Educational Programs
    Rodney W. Skager


  • Student Entry Skills and the Evaluation of Instructional Programs: A Case Study
    Rodney W. Skager


  • An Analysis of Variance Framework for Matrix Sampling
    Kenneth Sirotnik


  • An Evaluation of Higher Education: Plans and Perspectives
    C. Robert Pace


  • CSEIP Simulated Evaluation Exercise: Materials Supplement
    Marvin C. Alkin, Mary M. Bentzen, J. Eugene Grigsby III, Stuart Johnson, Rita Johnson


  • CSEIP Simulated Evaluation Exercise: Instruction Guide
    Marvin C. Alkin, Mary M. Bentzen, J. Eugene Grigsby III, Stuart Johnson, Rita Johnson


  • Three Experimental Modes of Counseling
    Garth Sorenson, Richard K. Hawkins


  • A Three-Dimensional Program Account Classification System for Public Schools
    Erick L. Lindman


  • The Measurement of Campus and Student Morale
    Lora Robinson and Richard Seligman


  • Net-Shift Analysis for Comparing Distributions of Test Scores
    Erick L. Lindman


  • Psychophysiological Correlates of Female Teacher Behavior and Emotional Stability: A Seven-Year Longitudinal Investigation
    William H. Lucio, Marion A. Wenger, Thomas D. Cullen


  • Towards an Evaluation Model: A Systems Approach
    Marvin C. Alkin


  • Preliminary Analysis of Data for a Secondary School Input-Output Model
    Marvin C. Alkin, Richard Glinski, Robert Wininger


  • Toward an Instructional Model for Counseling
    Garth Sorenson


  • Cognitive Structures and Educational Evaluation
    R. W. Skager, L. A. Broadbent


  • Teacher Appraisal: A Matching Process
    Garth Sorenson and Cecily F. Gross


  • The Implications and Use of Cloze Procedure in the Evaluation of Instructional Programs
    John R. Bormuth


  • Comparative Values and Achievement of Mexican-American and Anglo Pupils
    Audrey James Schwartz


  • Educational Achievement and Aspirations of Mexican-American Youth in a Metropolitan Context
    C. Wayne Gordon, Audrey J. Schwartz, Robert Wenkert, and David Nasatir


  • Variations in Teachers' Reinforcement Style and Imitative Behavior of Children Differing in Personality Characteristics and Social Background



  • Approaches to Program Accounting for Public Schools
    Brick L. Lindman


  • Comments on Professor Trow's Paper Entitled "Methodological Problems in the Evaluation of Innovation"
    David Nasatir


  • Comments on Professor Trow's Paper Entitled "Methodological Problems in the Evaluation of Innovation"
    Eugene Litwak


  • Methodological Problems in the Evaluation of Innovation
    Martin Trow


  • Comments on Professor Wiley's Paper Entitled "Design and Analysis of Evaluation Studies"
    Theodore Husek


  • Comments on Professor Wiley's Paper Entitled "The Design and Analysis of Evaluation Studies"
    Chester Harris


  • The Design and Analysis of Evaluation Studies
    David E. Wiley


  • Comments on Professor Alkin's Paper Entitled "Evaluating the Cost-Effectiveness of Instructional Programs"
    John Bormuth


  • Comments on Professor Alkin's Paper Entitled "Evaluating the Cost-Effectiveness of Instructional Programs"
    Marvin Hoffenberg


  • Evaluating the Cost-Effectiveness of Instructional Programs
    Marvin C. Alkin


  • Comments on Professor Messick's Paper Entitled "The Criterion Problem in the Evaluation of Instruction: Assessing Possible Not Just Intended Outcomes"
    Leonard Cahen


  • Comments on Professor Messick's Paper Entitled "The Criterion Problem in the Evaluation of Instruction: Assessing Possible Not Just Intended Outcomes"
    Paul Blommers


  • The Criterion Problem in the Evaluation of Instruction: Assessing Possible Not Just Intended Outcomes
    Samuel Messick


  • Comments on Professor Lortie's Paper Entitled "The Cracked Cake of Educational Customs and Emerging Issues in Evaluation
    N. L. Gage


  • Comments on Professor Lortie's Paper Entitled "The Cracked Cake of Educational Customs and Emerging Issues in Evaluation
    C. Wayne Gordon


  • The Cracked Cake of Educational Customs and Emerging Issues in Evaluation
    Dan Lortie


  • Comments on Professor Gagne's Paper Entitled "Instructional Variables and Learning Outcomes"
    Leo Postman


  • Comments on Professor Gagne's Paper Entitled "Instructional Variables and Learning Outcomes"
    Richard Anderson


  • Instructional Variables and Learning Outcomes
    Robert M. Gagne


  • Comments on Professor Glaser's Paper Entitled "Evaluation of Instruction and Changing Educational Models
    Arthur A. Lumsdaine


  • Comments on Professor Glaser's Paper Entitled "Evaluation of Instruction and Changing Educational Models
    Robert Stake


  • Evaluation of Instruction and Changing Educational Models
    Robert Glaser


  • Comments on Professor Bloom's Paper Entitled "Toward a Theory of Testing Which Includes Measurement-Evaluation-Assessment
    J. P. Guilford


  • Comments on Professor Bloom's Paper Entitled "Toward a Theory of Testing Which Includes Measurement-Evaluation-Assessment
    Gene V. Glass


  • Evaluation as a Main Aim of Science: Comments on Professor Bloom's Paper Entitled "Toward a Theory of Testing Which Includes Measurement-Evaluation-Assessment"
    Michael Scriven


  • Toward a Theory of Testing Which Includes Measurement-Evaluation-Assessment
    Benjamin S. Bloom


  • Evaluation Perspectives: 1968
    C. Robert Pace


  • Program Budgeting
    John Hagen


  • Input-Output Relationships in a Sample of California Public Junior Colleges
    Marvin C. Alkin and Vernon L. Hendrix


  • Item Sampling in Educational Research
    T. R. Husek and Ken Sirotnik


  • Cloze Readability Procedure
    John R. Bormuth


  • The Experiment in Research on Evaluation of Instruction
    M. C. Wittrock


  • Manual of Individual Difference Variables and Measures
    Norma D. Feshbach


  • Categories of Cognitive Skills
    Harriet Foster





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