Gregory J Cizek
Biographic Data
| ID | 2231678 |
|---|---|
| NAME | Gregory J Cizek |
| GIVEN NAMES | Gregory J |
| FAMILY NAME | Cizek |
| SIGNATURE | CIZEK G J |
| AFFILIATIONS | University of Toledo |
| VERIFIED | No |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Setting Performance Standards
Handbook of Formative Assessment
Preface Section I. Foundations of Formative Assessment 1. An Introduction to Formative Assessment: History, Characteristics, and Challenges, Gregory J. Cizek 2. An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment, Dylan Wiliam 3. The Practical Implications of Educational Aims and Contexts for Formative Assessment, James McMillan Section II. Formative Assessment Methods and Practice 4. Peers …
Sources of Validity Evidence for Educational and Psychological Tests
This study followed up on previous work that examined the incidence of reporting evidence based on test consequences in Mental Measurements Yearbook. In the present study, additional possible outlets for what has been called ‘‘consequential validity’’ evidence were investigated, including all articles published in the past 10 years in several applied journals devoted to educational assessment and educational policy, and all presentations at recen…
Assessment for Accountability in Education
Response to “Accountability Testing
Reliability and Validity of Information About Student Achievement
Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics—and the methods for evaluating them—differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two contexts and provides recommendations for enhancing the quality of information about student achievement…
Sources of Validity Evidence for Educational and Psychological Tests
This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of Mental Measurements Yearbook served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and kinds of sources of validity evidence provided, overall evaluation of the favorability of the test, and…
Assessing Educational Measurement
Not all readers of Educational Researcher are likely to be familiar with the field of educational measurement. The field is sometimes referred to as psychometrics, but in plain language educational measurement is essentially testing—a specialization concerned with developing and evaluating the procedures used to make inferences about learning, achievement, aptitudes, interests, and other constructs in education. Before jumping directly into a rev…
Handbook of educational policy
Nonfunctioning Options
In a previous study, Cizek and O'Day reported the effects of eliminating nonfunctioning options from five-option, multiple-choice test items. That study, however, only investigated the effect of option removal on item performance when items were studied as a set and not the effects of option removal for individual items. The authors also did not examine potential changes in dimensionality resulting from altering the items. The present study provi…
Research news and Comment
Crunchy Granola and the Hegemony of the Narrative
Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items
This study addressed the hypothesis that, after the systematic elimination of nonfunctioning options, four-option test items would perform as well as five-option test items having one or more dysfunctional distracters. The study consisted of two investigations involving an examination administered to 700 candidates for certification in a medical specialty. In the first investigation, it was found that content experts exhibited a high degree of ac…
The Effect of Altering the Position of Options in a Multiple-Choice Examination
Many testing programs rely on equating procedures to achieve comparability of scores on alternate test forms. One commonly accepted rule for developing equated examinations using the common-items nonequivalent groups (CINEG) design is that items common to the two examinations being equated should be identical. In test construction practice, this rule has been extended to include even the order in which options appear in the two examinations. The …
In defense of the test
In defense of the test
Rethinking Psychometricians' Beliefs about Learning
A recent article by Shepard (1991) described psychometricians' beliefs about learning. Shepard' s work provided many defensible recommendations for improving testing practice. However, Shepard' s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational …
The Place of Psychometricians' Beliefs in Educational Reform
The Place of Psychometricians’ Beliefs in Educational Reform
Rethinking Psychometricians’ Beliefs About Learning
A recent article by Shepard (1991) described psychometricians’ beliefs about learning. Shepard’ s work provided many defensible recommendations for improving testing practice. However, Shepard’ s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational …
Crunchy Granola and the Hegemony of the Narrative
Research news and Comment
Reliability and Validity of Information About Student Achievement
Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics—and the methods for evaluating them—differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two contexts and provides recommendations for enhancing the quality of information about student achievement…
The Place of Psychometricians’ Beliefs in Educational Reform
Rethinking Psychometricians’ Beliefs About Learning
A recent article by Shepard (1991) described psychometricians’ beliefs about learning. Shepard’ s work provided many defensible recommendations for improving testing practice. However, Shepard’ s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational …
Rethinking Psychometricians' Beliefs about Learning
A recent article by Shepard (1991) described psychometricians' beliefs about learning. Shepard' s work provided many defensible recommendations for improving testing practice. However, Shepard' s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational …
The Place of Psychometricians' Beliefs in Educational Reform
The Place of Psychometricians’ Beliefs in Educational Reform
Rethinking Psychometricians’ Beliefs About Learning
A recent article by Shepard (1991) described psychometricians’ beliefs about learning. Shepard’ s work provided many defensible recommendations for improving testing practice. However, Shepard’ s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational …
Further Investigation of Nonfunctioning Options in Multiple-Choice Test Items
This study addressed the hypothesis that, after the systematic elimination of nonfunctioning options, four-option test items would perform as well as five-option test items having one or more dysfunctional distracters. The study consisted of two investigations involving an examination administered to 700 candidates for certification in a medical specialty. In the first investigation, it was found that content experts exhibited a high degree of ac…
The Effect of Altering the Position of Options in a Multiple-Choice Examination
Many testing programs rely on equating procedures to achieve comparability of scores on alternate test forms. One commonly accepted rule for developing equated examinations using the common-items nonequivalent groups (CINEG) design is that items common to the two examinations being equated should be identical. In test construction practice, this rule has been extended to include even the order in which options appear in the two examinations. The …
In defense of the test
In defense of the test
Research news and Comment
Crunchy Granola and the Hegemony of the Narrative
Nonfunctioning Options
In a previous study, Cizek and O'Day reported the effects of eliminating nonfunctioning options from five-option, multiple-choice test items. That study, however, only investigated the effect of option removal on item performance when items were studied as a set and not the effects of option removal for individual items. The authors also did not examine potential changes in dimensionality resulting from altering the items. The present study provi…
Handbook of educational policy
Sources of Validity Evidence for Educational and Psychological Tests
This study investigates aspects of validity reflected in a large and diverse sample of published measures used in educational and psychological testing contexts. The current edition of Mental Measurements Yearbook served as the data source for this study. The validity aspects investigated included perspective on validity represented, number and kinds of sources of validity evidence provided, overall evaluation of the favorability of the test, and…
Assessing Educational Measurement
Not all readers of Educational Researcher are likely to be familiar with the field of educational measurement. The field is sometimes referred to as psychometrics, but in plain language educational measurement is essentially testing—a specialization concerned with developing and evaluating the procedures used to make inferences about learning, achievement, aptitudes, interests, and other constructs in education. Before jumping directly into a rev…
Assessment for Accountability in Education
Response to “Accountability Testing
Reliability and Validity of Information About Student Achievement
Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics—and the methods for evaluating them—differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two contexts and provides recommendations for enhancing the quality of information about student achievement…
Handbook of Formative Assessment
Preface Section I. Foundations of Formative Assessment 1. An Introduction to Formative Assessment: History, Characteristics, and Challenges, Gregory J. Cizek 2. An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment, Dylan Wiliam 3. The Practical Implications of Educational Aims and Contexts for Formative Assessment, James McMillan Section II. Formative Assessment Methods and Practice 4. Peers …
Sources of Validity Evidence for Educational and Psychological Tests
This study followed up on previous work that examined the incidence of reporting evidence based on test consequences in Mental Measurements Yearbook. In the present study, additional possible outlets for what has been called ‘‘consequential validity’’ evidence were investigated, including all articles published in the past 10 years in several applied journals devoted to educational assessment and educational policy, and all presentations at recen…
Setting Performance Standards
Psychology (18 works) · Mathematics education (9 works) · Sociology (9 works) · Computer Science (7 works) · Test (biology) (7 works) · Educational research (6 works) · Political science (6 works) · Psychometric Methodologies and Testing (6 works) · Pedagogy (5 works) · Student Assessment and Feedback (5 works)