Eva L Baker
Biographic Data
| ID | 1585486 |
|---|---|
| NAME | Eva L Baker |
| GIVEN NAMES | Eva L |
| FAMILY NAME | Baker |
| SIGNATURE | BAKER E L |
| AFFILIATIONS | University of California, Los Angeles |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 95 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1971 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Research to Controversy in 10 Decades
This article investigates the persistent and change elements of educational testing and assessment from 1920 to the present day. I show by examining the addresses and texts of American Educational Research Association presidents a continuing focus on schools, from early experiments and development up through applications in accountability systems. Continuing topics include sources of test content and uses of tests for equity, effectiveness, suppo…
Critical Moments in Research and Use of Assessment
This article attempts to show the interplay among the scholarly and practical perspectives and to mark major changes in the way assessment has been viewed, used, and interpreted by its various constituencies. Genius seems to have inspired the original focus of Theory Into Practice (TIP), positioned on the edge of research scholarship and usable, practical knowledge (Baker, 2009 Baker, E. L. 2009. From usable to useful assessment knowledge and eva…
International encyclopedia of education
The field of education has experienced extraordinary technological, societal and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education 3rd edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vib…
Presidential Address—The End(s) of Testing
This expanded version of the 2007 Presidential Address for the American Educational Research Association approaches changes in assessment and accountability from the perspective of achieving balance. The author identifies unresolved conceptual and practical issues in the use of assessment in the schools and describes approaches intended to mitigate problems or improve practice. An example is given from formative assessment research that integrate…
From the Desk of the President
From the Desk of the President
American Educational Research Association 2007 Annual Convention Call for Proposals
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race–ethnicity, English language proficiency, and disability. However, states’ content standards, the rigor of their tests, and the stri…
The impact of a simulation-based learning design project on student learning
This study examined the effects of a sophisticated simulation-based task on students' learning of course-related content, ability to deal with complex, open-ended problems, and attitudes toward the Interactive Site Investigation Software (ISIS) and the course. Students were required to conduct a hazardous waste site investigation using the simulation software designed specifically for the course. ISIS simulated physical processes as well as real-…
Model-based performance assessment
1997). Model‐based performance assessment. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 247-254
A Latent-Variable Modeling Approach Toassessing Interrater Reliability, Topic Generalizability, and Validity of a Content Assessment Scoring Rubric
This article describes the limitations of certain statistical techniques and approaches for handling multiple criteria in assessing reliability, concurrent validity, and generalizability. The article also suggests alternatives to using these approaches on performance assessment measures. The application of the latent variable modeling approach to the data revealed a significant improvement in the degree of interrater reliability, concurrent valid…
Researchers and Assessment Policy Development: A Cautionary Tale
Major attention has been given to establishing a national policy on educational standards and assessments. This article presents detail about background events culminating in public decision making by the National Council on Education Standards and Testing. Explanations for their deliberations were based on the ascendance of new approaches to assessment and the emergence of two classes of assessment experts: advocates and researchers. The article…
Policy and validity prospects for performance-based assessment
Policy and validity prospects for performance-based assessment
Complex, Performance-Based Assessment: Expectations and Validation Criteria
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality …
Trends in testing in the USA
This chapter traces the development of testing policies in the USA and focuses on the use of academic tests of aptitude and achievement. The thesis of the chapter is that testing policy is a result of a subtle interplay of social, political, and technical factors. Thus, the nature of the development of testing in the USA is linked fundamentally to its democratic principles, the emergence of scientific ideas, and the social and economic reality of…
Fun and Games: Their Contribution to Basic Skills Instruction in Elementary School
Indicators of instructional program effectiveness have been expanded to include both the range of instructional options and cognitive and affective performance measures. Within the context of a statewide evaluation of educational reform, this research studied the relationship of diverse instructional materials with student performance indicators. The study sampled 72 schools from a geographically, socioeconomically, and linguistically representat…
The evaluation and research of multi-project programs program component analysis
Parents, Teachers, and Students as Data Sources For the Selection of Instructional Goals
The procedures used for the determination of curriculum goals historically have been based on the judgements of teachers, curriculum workers and blue ribbon panels. The collection of data regarding student reactions to school goals has been scarce and often confounded with instructional techniques where the learner takes great initiative and responsibility for his learning. Parental responses have been sought but usually in relationship to goals …
Reinforcers for Teacher Behavior Reported in Cued and Uncued Situations
Complex, Performance-Based Assessment: Expectations and Validation Criteria
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality …
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race–ethnicity, English language proficiency, and disability. However, states’ content standards, the rigor of their tests, and the stri…
Presidential Address—The End(s) of Testing
This expanded version of the 2007 Presidential Address for the American Educational Research Association approaches changes in assessment and accountability from the perspective of achieving balance. The author identifies unresolved conceptual and practical issues in the use of assessment in the schools and describes approaches intended to mitigate problems or improve practice. An example is given from formative assessment research that integrate…
Model-based performance assessment
1997). Model‐based performance assessment. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 247-254
Research to Controversy in 10 Decades
This article investigates the persistent and change elements of educational testing and assessment from 1920 to the present day. I show by examining the addresses and texts of American Educational Research Association presidents a continuing focus on schools, from early experiments and development up through applications in accountability systems. Continuing topics include sources of test content and uses of tests for equity, effectiveness, suppo…
Critical Moments in Research and Use of Assessment
This article attempts to show the interplay among the scholarly and practical perspectives and to mark major changes in the way assessment has been viewed, used, and interpreted by its various constituencies. Genius seems to have inspired the original focus of Theory Into Practice (TIP), positioned on the edge of research scholarship and usable, practical knowledge (Baker, 2009 Baker, E. L. 2009. From usable to useful assessment knowledge and eva…
From the Desk of the President
Reinforcers for Teacher Behavior Reported in Cued and Uncued Situations
Reinforcers for Teacher Behavior Reported in Cued and Uncued Situations
Parents, Teachers, and Students as Data Sources For the Selection of Instructional Goals
The procedures used for the determination of curriculum goals historically have been based on the judgements of teachers, curriculum workers and blue ribbon panels. The collection of data regarding student reactions to school goals has been scarce and often confounded with instructional techniques where the learner takes great initiative and responsibility for his learning. Parental responses have been sought but usually in relationship to goals …
The evaluation and research of multi-project programs program component analysis
Fun and Games: Their Contribution to Basic Skills Instruction in Elementary School
Indicators of instructional program effectiveness have been expanded to include both the range of instructional options and cognitive and affective performance measures. Within the context of a statewide evaluation of educational reform, this research studied the relationship of diverse instructional materials with student performance indicators. The study sampled 72 schools from a geographically, socioeconomically, and linguistically representat…
Trends in testing in the USA
This chapter traces the development of testing policies in the USA and focuses on the use of academic tests of aptitude and achievement. The thesis of the chapter is that testing policy is a result of a subtle interplay of social, political, and technical factors. Thus, the nature of the development of testing in the USA is linked fundamentally to its democratic principles, the emergence of scientific ideas, and the social and economic reality of…
Complex, Performance-Based Assessment: Expectations and Validation Criteria
In recent years there has been an increasing emphasis on assessment results, as well as increasing concern about the nature of the most widely used forms of student assessment and uses that are made of the results. These conflicting forces have helped create a burgeoning interest in alternative forms of assessments, particularly complex, performance-based assessments. It is argued that there is a need to rethink the criteria by which the quality …
Policy and validity prospects for performance-based assessment
Policy and validity prospects for performance-based assessment
Researchers and Assessment Policy Development: A Cautionary Tale
Major attention has been given to establishing a national policy on educational standards and assessments. This article presents detail about background events culminating in public decision making by the National Council on Education Standards and Testing. Explanations for their deliberations were based on the ascendance of new approaches to assessment and the emergence of two classes of assessment experts: advocates and researchers. The article…
A Latent-Variable Modeling Approach Toassessing Interrater Reliability, Topic Generalizability, and Validity of a Content Assessment Scoring Rubric
This article describes the limitations of certain statistical techniques and approaches for handling multiple criteria in assessing reliability, concurrent validity, and generalizability. The article also suggests alternatives to using these approaches on performance assessment measures. The application of the latent variable modeling approach to the data revealed a significant improvement in the degree of interrater reliability, concurrent valid…
Model-based performance assessment
1997). Model‐based performance assessment. Theory Into Practice: Vol. 36, New Directions in Student Assessment, pp. 247-254
The impact of a simulation-based learning design project on student learning
This study examined the effects of a sophisticated simulation-based task on students' learning of course-related content, ability to deal with complex, open-ended problems, and attitudes toward the Interactive Site Investigation Software (ISIS) and the course. Students were required to conduct a hazardous waste site investigation using the simulation software designed specifically for the course. ISIS simulated physical processes as well as real-…
Accountability Systems: Implications of Requirements of the No Child Left Behind Act of 2001
The No Child Left Behind Act of 2001 substantially increases the testing requirements for states and sets demanding accountability standards for schools, districts, and states with measurable adequate yearly progress (AYP) objectives for all students and subgroups of students defined by socioeconomic background, race–ethnicity, English language proficiency, and disability. However, states’ content standards, the rigor of their tests, and the stri…
From the Desk of the President
American Educational Research Association 2007 Annual Convention Call for Proposals
Presidential Address—The End(s) of Testing
This expanded version of the 2007 Presidential Address for the American Educational Research Association approaches changes in assessment and accountability from the perspective of achieving balance. The author identifies unresolved conceptual and practical issues in the use of assessment in the schools and describes approaches intended to mitigate problems or improve practice. An example is given from formative assessment research that integrate…
From the Desk of the President
International encyclopedia of education
The field of education has experienced extraordinary technological, societal and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education 3rd edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vib…
Critical Moments in Research and Use of Assessment
This article attempts to show the interplay among the scholarly and practical perspectives and to mark major changes in the way assessment has been viewed, used, and interpreted by its various constituencies. Genius seems to have inspired the original focus of Theory Into Practice (TIP), positioned on the edge of research scholarship and usable, practical knowledge (Baker, 2009 Baker, E. L. 2009. From usable to useful assessment knowledge and eva…
Research to Controversy in 10 Decades
This article investigates the persistent and change elements of educational testing and assessment from 1920 to the present day. I show by examining the addresses and texts of American Educational Research Association presidents a continuing focus on schools, from early experiments and development up through applications in accountability systems. Continuing topics include sources of test content and uses of tests for equity, effectiveness, suppo…
Psychology (18 works) · Mathematics education (14 works) · Political science (10 works) · Sociology (9 works) · Law (8 works) · Law (8 works) · Educational assessment (7 works) · Student Assessment and Feedback (7 works) · Computer Science (6 works) · Engineering (6 works)