| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Approach That Examines Sources of Misfit to Improve Performance Assessment Items and Rubrics
|
Parke, Carol S.
|
|
2001
|
|
3 |
p. 201-225
|
artikel
|
| 2 |
An Evaluation of the Robustness of the National Assessment of Educational Progress Trend Estimates for Racial-Ethnic Subgroups
|
Barron, Sheila I.
|
|
1995
|
|
3 |
p. 209-248
|
artikel
|
| 3 |
An Investigation of Scoring Methods for Mathematics Performance-Based Assessments
|
Taylor, Catherine S.
|
|
1998
|
|
3 |
p. 195-224
|
artikel
|
| 4 |
Assessing Agreement: An Examination of the Interrater Reliability of Portfolio Assessment in Rochester, New York
|
Supovitz, Jonathan A.
|
|
1997
|
|
3 |
p. 237-259
|
artikel
|
| 5 |
Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues
|
Hickey, Daniel T.
|
|
2000
|
|
3 |
p. 155-196
|
artikel
|
| 6 |
Assessing Motivational Factors in Foreign Language Learning: Cultural Variation in Key Constructs
|
Rueda, Robert
|
|
2005
|
|
3 |
p. 209-229
|
artikel
|
| 7 |
Assessing the Content of the Trial State Assessment of the National Assessment of Educational Progress in Reading
|
Glaser, Robert
|
|
1994
|
|
3 |
p. 273-274
|
artikel
|
| 8 |
Assessing Writing Portfolios: issues in the Validity and Meaning of Scores
|
Herman, Joan L.
|
|
1993
|
|
3 |
p. 201-224
|
artikel
|
| 9 |
Assessment of Noncognitive Influences on Learning
|
Abedi, Jamal
|
|
2005
|
|
3 |
p. 147-151
|
artikel
|
| 10 |
A Standard-Setting Method Designed for Complex Performance Assessments: Categorical Assignments of Student Work
|
Plake, Barbara S.
|
|
2000
|
|
3 |
p. 197-215
|
artikel
|
| 11 |
Calculator-Available Assessments: The Why, What, and How
|
Meel, David E.
|
|
1997
|
|
3 |
p. 149-174
|
artikel
|
| 12 |
Choosing Between Examinee-Centered and Test-Centered Standard-Setting Methods
|
Kane, Michael
|
|
1998
|
|
3 |
p. 129-145
|
artikel
|
| 13 |
Contention and Consensus: The Development of the 1992 National Assessment of Educational Progress in Reading
|
Bruce, Bertram
|
|
1993
|
|
3 |
p. 225-253
|
artikel
|
| 14 |
Cross-Cultural Approaches to Measuring Motivation
|
Artelt, Cordula
|
|
2005
|
|
3 |
p. 231-255
|
artikel
|
| 15 |
Curriculum Profiling in Australia and United Kingdom: Some Implications for Performance-Based Assessment in the United States
|
O'Leary, Michael
|
|
1997
|
|
3 |
p. 203-235
|
artikel
|
| 16 |
Dynamic Assessment of Composing Abilities in Children With Learning Disabilities
|
Cioffi, Grant
|
|
1997
|
|
3 |
p. 175-202
|
artikel
|
| 17 |
Engaged Participation: A Sociocultural Model of Motivation With Implications for Educational Assessment
|
Hickey, Daniel T.
|
|
2005
|
|
3 |
p. 277-305
|
artikel
|
| 18 |
Incorporating Ethnographic-Based Techniques to Enhance Assessments of Culturally Diverse Students' Written Exposition
|
Ball, Arnetha F.
|
|
1993
|
|
3 |
p. 255-281
|
artikel
|
| 19 |
Measuring Instructional Quality in Accountability Systems: Classroom Assignments and Student Achievement
|
Matsumura, Lindsay Clare
|
|
2002
|
|
3 |
p. 207-229
|
artikel
|
| 20 |
Monetary Incentives for Low-Stakes Tests
|
O'Neil, Harold F.
|
|
2005
|
|
3 |
p. 185-208
|
artikel
|
| 21 |
Noncognitive Constructs and Their Assessment in Graduate Education: A Review
|
Kyllonen, Patrick
|
|
2005
|
|
3 |
p. 153-184
|
artikel
|
| 22 |
Relating Performance on a Standardized Writing Assessment to Performance on Selected Academic Writing Activities
|
Powers, Donald E.
|
|
2001
|
|
3 |
p. 227-253
|
artikel
|
| 23 |
Reporting Minority Students' Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context?
|
Berends, Mark
|
|
1995
|
|
3 |
p. 249-285
|
artikel
|
| 24 |
Setting Standards in the Language Arts and Literature Classrooms and the Implications for Portfolio Assessment
|
Purves, Alan C.
|
|
1993
|
|
3 |
p. 175-199
|
artikel
|
| 25 |
Standardized Achievement Tests and English Language Learners: Psychometrics Issues
|
Abedi, Jamal
|
|
2002
|
|
3 |
p. 231-257
|
artikel
|
| 26 |
State Assessment Policies, Practices, and Language Minority Students
|
O'Malley, J. Michael
|
|
1994
|
|
3 |
p. 213-255
|
artikel
|
| 27 |
Testing and Assessment: An Applied Linguistics Perspective
|
Hill, Clifford
|
|
1994
|
|
3 |
p. 179-212
|
artikel
|
| 28 |
The Consequences of Portfolio Assessment: A Case Study
|
Underwood, Terry
|
|
1998
|
|
3 |
p. 147-194
|
artikel
|
| 29 |
The Role of Anxiety on Novices' Rifle Marksmanship Performance
|
Chung, Gregory K. W. K.
|
|
2005
|
|
3 |
p. 257-275
|
artikel
|
| 30 |
The Utility of Multiple Raters and Tasks in Science Performance Assessments
|
Saner, Hilary
|
|
1994
|
|
3 |
p. 257-272
|
artikel
|
| 31 |
When Portfolios Become a Site of Ethical Conflict: Using Student Portfolios for Teacher Accountability
|
Callahan, Susan
|
|
2001
|
|
3 |
p. 177-200
|
artikel
|
| 32 |
Why Don't Test Takers Prepare for the Pre-Professional Skills Tests?
|
Stricker, Lawrence J.
|
|
2002
|
|
3 |
p. 259-277
|
artikel
|
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