東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Connotations of performance level ca...

Burt, Winona Madelain.

FindBook

Google Book

Amazon

博客來

Connotations of performance level categories used in high-stakes testing.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Connotations of performance level categories used in high-stakes testing./
作者:	Burt, Winona Madelain.
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2961.
Contained By:	Dissertation Abstracts International65-08A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142700
ISBN:	0496007599

Connotations of performance level categories used in high-stakes testing.
Burt, Winona Madelain.

Connotations of performance level categories used in high-stakes testing. - 152 p.

Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2961.

Thesis (Ph.D.)--The University of Texas at Austin, 2004.

Cizek (1993) defined standard setting as, "the task of deriving levels of performance on educational or professional assessments, by which decisions or classifications of persons will be made" (p. 3). Much of the research in the standard setting field focuses on a compare and contrast of implementation and standard setting techniques. Nonetheless, as evidenced by the mixture of procedures implemented across the United States, researchers have concluded that there is not one "correct" standard setting procedure (Beck, 2002). In contrast, an area yet to be examined in the field of standard setting is the comparability of the performance categories employed. Selection of performance categories is one of the first tasks in the standard setting process. This task of constructing performance categories is intended to eliminate discrepancies and to facilitate understanding by each participant, the more apparent and precise the instructions and definitions, the more consistent and valid the results. The purpose of this dissertation was to investigate this key aspect of standard setting, that is, the connotation of performance categories used in high stakes testing. For example, do the performance categories basic, proficient, and advanced hold different connotations than academic warning, meets standard, and exceeds standard? Data collection to address this and related research questions took place in two phases.

ISBN: 0496007599Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Connotations of performance level categories used in high-stakes testing.
LDR:03371nmm 2200301 4500 001 1839928
005 20050714101053.5
008 130614s2004 eng d
020 $a 0496007599
035 $a (UnM)AAI3142700
035 $a AAI3142700
040 $a UnM $c UnM
100 1 $a Burt, Winona Madelain. $3 1928289
245 1 0 $a Connotations of performance level categories used in high-stakes testing.
300 $a 152 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: A, page: 2961.
500 $a Supervisor: Laura M. Stapleton.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2004.
520 $a Cizek (1993) defined standard setting as, "the task of deriving levels of performance on educational or professional assessments, by which decisions or classifications of persons will be made" (p. 3). Much of the research in the standard setting field focuses on a compare and contrast of implementation and standard setting techniques. Nonetheless, as evidenced by the mixture of procedures implemented across the United States, researchers have concluded that there is not one "correct" standard setting procedure (Beck, 2002). In contrast, an area yet to be examined in the field of standard setting is the comparability of the performance categories employed. Selection of performance categories is one of the first tasks in the standard setting process. This task of constructing performance categories is intended to eliminate discrepancies and to facilitate understanding by each participant, the more apparent and precise the instructions and definitions, the more consistent and valid the results. The purpose of this dissertation was to investigate this key aspect of standard setting, that is, the connotation of performance categories used in high stakes testing. For example, do the performance categories basic, proficient, and advanced hold different connotations than academic warning, meets standard, and exceeds standard? Data collection to address this and related research questions took place in two phases.
520 $a Phase one was composed of an online survey for which 167 subjects responded. Phase two of the study was composed of thirty-minute phone interviews for which four standard setting personnel participated. Study results suggested that educators perceived significant differences in the evaluative nature of the performance categories employed. For example, the term limited knowledge was perceived consistently less favorable than basic and apprentice. Additionally, proficient was preferred over satisfactory and distinguished was preferred over advanced. Educators also perceived differences in the level of mastery for several of the categories. However, after the provision of definitions, while significant differences in the perceived level of mastery persisted for some performance categories, these differences were lessened. As supported by each interview, these findings suggested that while connotations may at times overshadow definitions, definitions aided in mitigating these differences.
590 $a School code: 0227.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Psychometrics. $3 1017742
690 $a 0288
690 $a 0525
690 $a 0632
710 2 0 $a The University of Texas at Austin. $3 718984
773 0 $t Dissertation Abstracts International $g 65-08A.
790 1 0 $a Stapleton, Laura M., $e advisor
790 $a 0227
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142700