Staff profiles - Graduate School of Education. Rethinking Basic Assumptions of Test Development: Assessment Frameworks for Inclusive Accountability Tests - NCEO Policy Directions 17. Published by the National Center on Educational Outcomes Number 17 / November 2003 Prepared by Rachel Quenemoen and Scott Marion Any or all portions of this document may be reproduced and distributed without prior permission, provided the source is cited as: Quenemoen, R., & Marion, S. (2003).
Rethinking basic assumptions of test development: Assessment frameworks for inclusive accountability tests (Policy Directions No. 17). Learningforall2011. Preschool and school. Bookmark this page: www.oecd.org/edu/evaluationpolicy The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels.
It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement. The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education. A Quality Scorecard for Multiple-choice Tests by Mike Dickinson. “The scorecard could help you identify rather precise professional development needs for each person, in which case you could give efficient, pinpointed OJT (on the job training).
You could also flip it by providing some broader professional development on multiple-choice items, and then use the scorecard as a measure of improvement.” In doing research for two articles that appeared in Learning Solutions Magazine about a year and a half ago, I looked at a variety of tests that I found online or had run across in my job as instructional designer.