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An Examination of English Teachers' Opinions About the Ontario Grade 9 Reading and Writing Test
12 references·0 citing·39 second hop
An Examination of English Teachers' Opinions About the Ontario Grade 9 Reading and Writing Test (2001)An Examination of English Teachers' Opini…The standards for educational and psychological testing. (2013)The standards for educational…A Framework for Evaluating the Consequences Programs of Assessment (1998)A Framework for Evaluating th…A Framework for Evaluating the Consequences of Assessment Programs. (1998)A Framework for Evaluating th…High-Stakes Testing and the Teaching of Science (1997)High-Stakes Testing and the T…Consequential validity: Right Concern‐Wrong Concept (1997)Consequential validity: Right…A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop (1996)A Model for Evaluating Him St…On the testing of standards and standardized achievement testing: Panacea, placebo, or pandora's box? (1995)On the testing of standards a…Introduction: Accountability in Education in Canada (1995)Introduction: Accountability …An Independent Auditing Mechanism for Testing (1992)An Independent Auditing Mecha…The Impact of Provincial Examinations on Education in British Columbia: General Report. (1990)The Impact of Provincial Exam…Teaching to the (Authentic) Test. (1989)Teaching to the (Authentic) T…The Merits of Measurement-Driven Instruction. (1987)The Merits of Measurement-Dri…Educational Measurement (1952)Complex, Performance-Based Assessment: Expectations and Validation Criteria (1991)Educational Assessment: Expanded Expectations and Challenges (1993)Validating High‐Stakes Testing Programs (2002)Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance (2005)Standards for educational and psychological testing (1985)A Strategy for Evaluating District Developed Assessments for State Accountability (2004)Standards of Validity and the Validity of Standards in Performance Asessment (1995)Classroom Assessment Practices and Teachers' Self-Perceived Assessment Skills (2003)Developing a Measure of Scientific Literacy for Middle School Students (2014)Explicating validity (2015)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research (2000)Determining Validity in Qualitative Inquiry (2000)Optimal number of response categories in rating scales: reliability, validity, discriminating power, and respondent preferences (2000)Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)The Ability Model of Emotional Intelligence: Principles and Updates (2016)Alternative policy instruments (1987)Indicator Systems for Monitoring Mathematics and Science Education (1987)Reforming Again, Again, and Again (1990)Demystifying Assessment Leadership. (2006)Comparing Performance-Based Accountability Models: A Canadian Example. (2008)The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)Situated Cognition and the Culture of Learning (1989)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Effective teaching in the context of a grade 12 high‐stakes external examination in New South Wales, Australia (2004)Chapter 2 Resisting Unlearning: Understanding Science Education’s Response to the United States’s National Accountability Movement (2007)Creativity, inquiry, or accountability? Scientists' and teachers' perceptions of science education (2008)Psychometricians’ Beliefs About Learning (1991)Creating Tests Worth Taking. (1992)A Literature Review of Science and Mathematics Integration (1999)Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment. (1995)Formative assessment at the crossroads: conformative, deformative and transformative assessment (2012)The Role of Factor Analysis in the Estimation of Construct Validity (1999)Bourdieu's notion of cultural capital and its implications for the science curriculum (2012)Validity evidence based on testing consequences (2014)The Influence of Test-Wiseness on Performance of High School Seniors on School Leaving Examinations (1991)Looking at the Impact of a Public Examination Change on - Secondary Classroom Teaching: A Hong Kong Case Study (2003)Washback Effects of the Inter-University Foreign Language Examination on Foreign Language Competences of Candidate Academics (2011)
this work references cited by second hop

References

  • 2013The standards for educational and psychological testing.6,992 cited
  • 1989Teaching to the (Authentic) Test.299 cited
  • 1987The Merits of Measurement-Driven Instruction.227 cited
  • 1997Consequential validity: Right Concern‐Wrong Concept190 cited
  • 1997High-Stakes Testing and the Teaching of Science79 cited
  • 1998A Framework for Evaluating the Consequences Programs of Assessment48 cited
  • 1995Introduction: Accountability in Education in Canada44 cited
  • 1998A Framework for Evaluating the Consequences of Assessment Programs.42 cited
  • 1992An Independent Auditing Mechanism for Testing19 cited
  • 1990The Impact of Provincial Examinations on Education in British Columbia: General Report.18 cited
  • 1996A Model for Evaluating Him Stakes Testing Programs: why the Fox Should Not Guard the Chicken Coop14 cited
  • 1995On the testing of standards and standardized achievement testing: Panacea, placebo, or pandora's box?12 cited

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