26  

"Representations of Ability Stuctures"; Robert J. Mislevy, "Test Theory Reconceived," Research Report, in press.

27  

Ruth Mitchell, Testing for Learning: How New Approaches to Evaluation Can Improve American Schools (New York: Free Press, 1992).

28  

Alan Bell, Hugh Burkhardt, and Malcolm Swan, "Assessment of Extended Tasks," in Richard Lesh and Susan J. Lamon, eds., Assessment of Authentic Performance in School Mathematics (Washington, D.C.: American Association for the Advancement of Science, 1992), 182.

29  

New Jersey Department of Education, "Grade 8 Early Warning Test," Guide to Procedures for Scoring the Mathematics Constructed-Response Items (Trenton, NJ: Author, 1991), 4-6.

30  

Marilyn Rindfuss, ed., Integrated Assessment System: Mathematics Performance Assessment Tasks Scoring Guides (San Antonio, TX: The Psychological Corporation, 1991).

31  

Edward A. Silver, "QUASAR," Ford Foundation Letter, 20:3 (1989), 1-3.

32  

Edward A. Silver and Suzanne Lane, "Assessment in the Context of Mathematics Instruction Reform: The Design of Assessment in the QUASAR Project," in Cases of Assessment in Mathematics Education: An ICMI Study.

33  

Measuring Up, 14-16.

34  

Geoff N. Masters, Inferring Levels of Achievement on Profile Strands (Hawthorn, Australia: Australian Council for Educational Research, 1993).

35  

John A. Dossey et al., The Mathematical Report Card: Are We Measuring Up? (Princeton, NJ: Educational Testing Service, 1988).

36  

Robert A. Forsyth, "Do NAEP Scales Yield Valid Criterion-Referenced Interpretations?" Educational Measurement: Issues and Practice 10:3 (1991), 3-9, 16. For a more recent critique of the procedures that the National Assessment Governing Board has used in setting and interpreting performance standards in the 1992 mathematics NAEP, see Educational Achievement Standards: NAGB's Approach Yields Misleading Interpretations (Washington, D.C.: General Accounting Office, 1993).



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