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A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement

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Title: A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement
Language: English
Authors: Nichols, Paul D., Meyers, Jason L., Burling, Kelly S.
Source: Educational Measurement: Issues and Practice. Fall 2009 28(3):14-23.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Physical Description: PDF
Page Count: 10
Publication Date: 2009
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Academic Achievement, Tutoring, Student Evaluation, Evaluation Methods, Educational Assessment, Formative Evaluation, Measurement, Program Evaluation, Evaluation Criteria, Educational Testing, Educational Principles, Evaluation Utilization, Test Use, Educational Improvement, Evidence, Test Construction, Validity, Diagnostic Tests
DOI: 10.1111/j.1745-3992.2009.00150.x
ISSN: 0731-1745
Abstract: Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement.
Abstractor: As Provided
Number of References: 34
Entry Date: 2009
Accession Number: EJ853795
Database: ERIC
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  Data: A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement
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  Data: <searchLink fieldCode="SO" term="%22Educational+Measurement%3A+Issues+and+Practice%22"><i>Educational Measurement: Issues and Practice</i></searchLink>. Fall 2009 28(3):14-23.
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  Data: 10.1111/j.1745-3992.2009.00150.x
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  Data: Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked to the use of assessment information. Our goal in this article is to support the construction of such an argument by offering a framework within which to consider evidence-based claims that assessment information can be used to improve student achievement. We describe this framework and then illustrate its use with an example of one-on-one tutoring. Finally, we explore the framework's implications for understanding when the use of assessment information is likely to improve student achievement and for advising test developers on how to develop assessments that are intended to offer information that can be used to improve student achievement.
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    Subjects:
      – SubjectFull: Academic Achievement
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      – SubjectFull: Tutoring
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Validity
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      – TitleFull: A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement
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