Trusting Teachers’ Judgments: A Validity Study of a Curriculum-Embedded                Performance Assessment in Kindergarten to Grade 3

Meisels, Samuel J.; Bickel, Donna DiPrima; Nicholson, Julie; Xue, Yange; Atkins‐Burnett, Sally

doi:10.3102/00028312038001073

Cited by 85 publications

(48 citation statements)

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“…In turn, to achieve educational relevance, test tasks should elicit performance that is congruent with instructors' perceptions of their students' abilities, as numerous different inquiries in secondlanguage assessment have recently emphasized and demonstrated (e.g., Brindley, 1998Brindley, , 2000Chalhoub-Deville, 1995;Elder, 1993;Epp & Stawychny, 2001;Grant, 1997;North, 1995North, , 2000Stansfield & Kenyon, 1996;Sullivan, Weir, & Saville, 2002; Teachers of English to Speakers of Other Languages, 1998). Nonetheless, surprisingly few studies (apart from those cited in the preceding sentence) have systematically sought the input of experienced teachers for the design or validation of second-language tests, despite a published literature that has established the reliability and informative value of teachers' judgments of their students' abilities or achievements in relation to standardized tests in various domains of education (e.g., Griffin, 1995;Hoge & Coladarci, 1989;Miesels, Bickel, Nicholson, Xue, & Atkins-Burnett, 2001;Sharpley & Edgar, 1986).…”

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confidence: 99%

A teacher-verification study of speaking and writing prototype tasks for a new TOEFL

et al. 2004

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)test development efforts. As part of the foundation for the development of the next generation TOEFL test, papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions of the TOEFL program.These monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.The TOEFL 2000 project was a broad effort under which language testing at Educational Testing Service ® (ETS ® ) would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™ (TSE ® ) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:• the development of a conceptual framework that takes into account models of communicative competence a research program that informs and supports this emerging framework a better understanding of the kinds of information test users need and want from the TOEFL test a better understanding of the technological capabilities for delivery of TOEFL tests into the next century Monographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains). These conceptual frameworks guided the research and prototyping studies described in subsequent monographs that resulted in the final test model. The culmination of the TOEFL 2000 project is the next generation TOEFL test that will be released in September 2005.As TOEFL 2000 projects are completed, monographs and research reports will continue to be released and public review of project work invited. TOEFL Program Educational Testing Service iii AbstractThis study was undertaken, in conjunction with other studies field-testing prototype tasks for a new Test of English as a Foreign Language™ (TOEFL ® ), to evaluate the content val...

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confidence: 99%

A teacher-verification study of speaking and writing prototype tasks for a new TOEFL

et al. 2004

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“…[7][8][9][10] A brief teacher-report would provide a cost-and time-efficient alternative to standardized testing if this were shown to have good psychometric properties. In addition, a measure that is not specific to a single curriculum or educational system would be advantageous for international studies.…”

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Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Johnson

Marlow

Wolke

2012

Develop Med Child Neuro

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SEN Special educational needs TAAS Teacher Academic Attainment Scale WIAT-II Wechsler Individual Achievement Test, 2nd (UK) editionAIM Assessing educational outcomes in high-risk populations is crucial for defining long-term outcomes. As standardized tests are costly and time-consuming, we assessed the use of the Teacher Academic Attainment Scale (TAAS) as an outcome measure.METHOD Three hundred and forty three children in mainstream schools aged 10 to 11 years (144 males, 199 females; 190 extremely preterm and 153 term; mean age 10y 9mo, SD 5.5mo, range 9y 8mo-12y 3mo) were assessed using the reading and mathematics scales of the criterion standard Wechsler Individual Achievement Test, 2nd (UK) edition (WIAT-II). Class teachers completed the TAAS, a seven-item questionnaire for assessing academic attainment. The TAAS was also completed at 6 years of age for 266 children.RESULTS Cronbach's alpha 0.95 indicated excellent internal consistency, and the correlation between TAAS scores at 6 and 11 years indicated good test-retest reliability (r=0.77, p<0.001). Significantly higher TAAS scores for term vs preterm children demonstrated discriminative validity. TAAS scores at 6 and 11 years were significantly correlated with WIAT-II reading (r=0.69 and 0.75, p<0.001) and mathematics (r=0.75 and 0.82, p<0.001) scores, demonstrating good predictive and concurrent validity respectively. TAAS scores of <2.5 were good predictors of learning difficulties. INTERPRETATIONThe TAAS is a brief, psychometrically sound teacher-report of academic attainment that yields continuous and categorical outcomes. It provides a cost-and time-efficient outcome measure for large-scale studies.Longitudinal studies of high-risk populations have shown that early insult to the developing brain can have major consequences that persist far beyond the initial period of recovery. Even in the absence of neurosensory disabilities, infants may be at risk of more subtle residual impairments that impact upon school performance. The adverse effects of perinatal illness on educational outcomes have been documented for a range of high-risk populations including infants who required surgery, 1 those with neonatal encephalopathy, 2 meningitis in infancy, 3 and children born preterm 4,5 or small for gestational age. 6 Quantifying scholastic performance is crucial for assessing the spectrum of long-term outcomes in epidemiological and cohort studies. Formal norm-referenced tests of academic attainment are frequently used as outcome measures but require administration by qualified examiners, are costly and time consuming, and are often difficult to implement in largescale investigations. Furthermore, cross-cultural studies often necessitate the use of different language-and curriculumspecific outcome measures, making international comparisons problematic, both conceptually and statistically.Teachers are well placed to comment on a child's school performance, and previous studies have shown that they are able to provide accurate judgements of attainment compared wit...

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“…Meisels, DiPrima Bickel, Nicholson, Xue, & Atkins-Burnett, 2001). A first evaluation variant is the use of psychometrically normed indicators for the various domains, sub-domams, skills or sub-skills of the learning processes.…”

Section: Include Psychometrically Valid Indicators To Evaluate Learnimentioning

confidence: 99%

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

Mooij

2007

Computers in Human Behavior

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Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students. A conceptual framework for such practice is elaborated here. First, learning as an interactional co-constructive process at various levels is considered. The diagnostic, instructional, management, and system aspects of the learning process can be stimulated and maximized. Second, differentiation of learning procedures and materials, design of integrating ICT support, and improvement of development and learning progress are reconunended as contextual conditions to optimize the learning process. The combination of the learning aspects with these contextual conditions provides theoretical guidelines for the transition from a nondifferentiating system of education to a differentiating, ICT-based system of instructional management for all students. Information is given about the realization of two of the differentiation guidelines and all ICT design guidelines. The first products were used in kindergarten, to start the improvement of educational practice. This occurred in co-development with kindergarten teachers of three Dutch kindergartens. Information is given about the process and outcomes of this first transformation step in practice. Finally, next co-development steps are discussed.

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Trusting Teachers’ Judgments: A Validity Study of a Curriculum-Embedded Performance Assessment in Kindergarten to Grade 3

Cited by 85 publications

References 44 publications

A teacher-verification study of speaking and writing prototype tasks for a new TOEFL

A teacher-verification study of speaking and writing prototype tasks for a new TOEFL

Assessing educational outcomes in middle childhood: validation of the Teacher Academic Attainment Scale

Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education

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