Michael S Trevisan
Biographic Data
| ID | 2253858 |
|---|---|
| NAME | Michael S Trevisan |
| GIVEN NAMES | Michael S |
| FAMILY NAME | Trevisan |
| SIGNATURE | TREVISAN M S |
| AFFILIATIONS | Washington State University |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs
Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that some technical skills, such as understanding the knowledge base of evaluation, evaluation design, qua…
Minding the Gate
This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to defi…
Evaluability Assessment From 1986 to 2006
This article presents the state of practice of evaluability assessment (EA) as represented in the published literature from 1986 to 2006. Twenty-three EA studies were located, showing that EA was conducted in a wide variety of programs, disciplines, and settings. Most studies employed document reviews, site visits, and interviews, common methodologies previously recommended in the literature on EA. The use of uncommon methodologies such as the us…
Investigating Form Comparability in the Idaho Comprehensive Literacy Assessment
Practical Training in Evaluation
This paper provides the results of a literature review on the use of practical, hands-on training experiences in evaluation course work and training programs. The review spans the years 1965-2003. I identified 18 articles that encompass four basic approaches for practical evaluation training: simulation, role-play, single course projects, and practicum experiences. The articles are summarized, documenting strengths, challenges, and unique feature…
Evaluation Capacity in K-12 School Counseling Programs
The K-12 school counseling field continues to develop and implement Comprehensive, Developmental, Guidance and Counseling (CDGC) programs to organize services provided by school counselors. Given the program evaluation requirement to guide refinement and renewal efforts, enhancement of CDGC evaluation infrastructure is needed. This paper presents the results of a literature review, organized by the Milstein and Cotton (2000) evaluation capacity f…
Enhancing Practical Evaluation Training Through Long-Term Evaluation Projects
There is common understanding and wide agreement for practical experiences in evaluation training programs. The argument for this idea is that practical training will provide students the real world experiences needed for preparation as professional evaluators and that these experiences are not possible in didactic course work. Several strategies for providing practical evaluation experiences can be found in the literature. They are limited by th…
Priority training needs of school district assessment coordinators in Washington State
The Status of Program Evaluation Expectations in State School Counselor Certification Requirements
State-level school counselor certification requirements are discussed with respect to program evaluation expectations. Certification offices of all 50 states and Washington, DC, were asked to supply current school counselor knowledge and skill requirements. Nineteen states and Washington, DC, require some form of program evaluation knowledge and skills. Only Colorado and Washington specifically require program evaluation standards recommended by …
The status of program evaluation expectations in state school counselor certification requirements
The Tversky Condition Applied to Rating Scales
This study is the first empirical investigation of the 1964 Tversky condition applied to rating scales. The Tversky condition posits that the 3-response format will be optimum if testing time is proportional to the length of the test. To this end, 2-, 3-, 4-, and 5-response category forms of a 10-item measure of attitudes in science were randomly administered to 241 third grade students. Reliability and validity were computed for each form. No si…
Estimating the Optimum Number of Options Per Item Using an Incremental Option Paradigm
Previous studies have demonstrated the efficacy of using three-option multiple-choice items. In these studies three- and four-option items were constructed from preexisting item analysis data obtained from five-option items. In this study, a two-option test was constructed, and options were systematically added to this test by using a taxonomy of item writing rules to guide the process of distractor development. Nonsignificant differences (p 2 .0…
The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability
Reliability and validity of multiple-choice examinations were computed as a function of the number of options per item and student ability for junior class parochial high school students administered the verbal section of the Washington Pre-College Test Battery. The least discriminating options were deleted to create 3- and 4-option test formats from the original 5-option item test. Students were placed into ability groups by using noncontiguous …
Evaluability Assessment From 1986 to 2006
This article presents the state of practice of evaluability assessment (EA) as represented in the published literature from 1986 to 2006. Twenty-three EA studies were located, showing that EA was conducted in a wide variety of programs, disciplines, and settings. Most studies employed document reviews, site visits, and interviews, common methodologies previously recommended in the literature on EA. The use of uncommon methodologies such as the us…
Enhancing Practical Evaluation Training Through Long-Term Evaluation Projects
There is common understanding and wide agreement for practical experiences in evaluation training programs. The argument for this idea is that practical training will provide students the real world experiences needed for preparation as professional evaluators and that these experiences are not possible in didactic course work. Several strategies for providing practical evaluation experiences can be found in the literature. They are limited by th…
Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs
Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that some technical skills, such as understanding the knowledge base of evaluation, evaluation design, qua…
Evaluation Capacity in K-12 School Counseling Programs
The K-12 school counseling field continues to develop and implement Comprehensive, Developmental, Guidance and Counseling (CDGC) programs to organize services provided by school counselors. Given the program evaluation requirement to guide refinement and renewal efforts, enhancement of CDGC evaluation infrastructure is needed. This paper presents the results of a literature review, organized by the Milstein and Cotton (2000) evaluation capacity f…
The Status of Program Evaluation Expectations in State School Counselor Certification Requirements
State-level school counselor certification requirements are discussed with respect to program evaluation expectations. Certification offices of all 50 states and Washington, DC, were asked to supply current school counselor knowledge and skill requirements. Nineteen states and Washington, DC, require some form of program evaluation knowledge and skills. Only Colorado and Washington specifically require program evaluation standards recommended by …
Minding the Gate
This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to defi…
The status of program evaluation expectations in state school counselor certification requirements
The Effects of the Number of Options per Item and Student Ability on Test Validity and Reliability
Reliability and validity of multiple-choice examinations were computed as a function of the number of options per item and student ability for junior class parochial high school students administered the verbal section of the Washington Pre-College Test Battery. The least discriminating options were deleted to create 3- and 4-option test formats from the original 5-option item test. Students were placed into ability groups by using noncontiguous …
Estimating the Optimum Number of Options Per Item Using an Incremental Option Paradigm
Previous studies have demonstrated the efficacy of using three-option multiple-choice items. In these studies three- and four-option items were constructed from preexisting item analysis data obtained from five-option items. In this study, a two-option test was constructed, and options were systematically added to this test by using a taxonomy of item writing rules to guide the process of distractor development. Nonsignificant differences (p 2 .0…
The Tversky Condition Applied to Rating Scales
This study is the first empirical investigation of the 1964 Tversky condition applied to rating scales. The Tversky condition posits that the 3-response format will be optimum if testing time is proportional to the length of the test. To this end, 2-, 3-, 4-, and 5-response category forms of a 10-item measure of attitudes in science were randomly administered to 241 third grade students. Reliability and validity were computed for each form. No si…
Priority training needs of school district assessment coordinators in Washington State
The Status of Program Evaluation Expectations in State School Counselor Certification Requirements
State-level school counselor certification requirements are discussed with respect to program evaluation expectations. Certification offices of all 50 states and Washington, DC, were asked to supply current school counselor knowledge and skill requirements. Nineteen states and Washington, DC, require some form of program evaluation knowledge and skills. Only Colorado and Washington specifically require program evaluation standards recommended by …
The status of program evaluation expectations in state school counselor certification requirements
Evaluation Capacity in K-12 School Counseling Programs
The K-12 school counseling field continues to develop and implement Comprehensive, Developmental, Guidance and Counseling (CDGC) programs to organize services provided by school counselors. Given the program evaluation requirement to guide refinement and renewal efforts, enhancement of CDGC evaluation infrastructure is needed. This paper presents the results of a literature review, organized by the Milstein and Cotton (2000) evaluation capacity f…
Enhancing Practical Evaluation Training Through Long-Term Evaluation Projects
There is common understanding and wide agreement for practical experiences in evaluation training programs. The argument for this idea is that practical training will provide students the real world experiences needed for preparation as professional evaluators and that these experiences are not possible in didactic course work. Several strategies for providing practical evaluation experiences can be found in the literature. They are limited by th…
Practical Training in Evaluation
This paper provides the results of a literature review on the use of practical, hands-on training experiences in evaluation course work and training programs. The review spans the years 1965-2003. I identified 18 articles that encompass four basic approaches for practical evaluation training: simulation, role-play, single course projects, and practicum experiences. The articles are summarized, documenting strengths, challenges, and unique feature…
Investigating Form Comparability in the Idaho Comprehensive Literacy Assessment
Evaluability Assessment From 1986 to 2006
This article presents the state of practice of evaluability assessment (EA) as represented in the published literature from 1986 to 2006. Twenty-three EA studies were located, showing that EA was conducted in a wide variety of programs, disciplines, and settings. Most studies employed document reviews, site visits, and interviews, common methodologies previously recommended in the literature on EA. The use of uncommon methodologies such as the us…
Minding the Gate
This article examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The ICLA measures pre-service teachers' knowledge of research-based content and pedagogy related to reading instruction and assessment. The purpose of this article was first to examine pre-service candidates' performance on areas of literacy knowledge. Candidates scored highest when matching literacy terms to defi…
Evaluability Assessment Thesis and Dissertation Studies in Graduate Professional Degree Programs
Evaluability assessment (EA) has potential as a design option for thesis and dissertation studies, serving as a practical training experience for both technical and nontechnical evaluation skills. Based on a content review of a sample of EA theses and dissertations from graduate professional degree programs, the authors of this article found that some technical skills, such as understanding the knowledge base of evaluation, evaluation design, qua…
Psychology (12 works) · Computer Science (10 works) · Evaluation and Performance Assessment (8 works) · Medicine (8 works) · Medical education (7 works) · Political science (7 works) · Program evaluation (6 works) · Engineering (5 works) · Management science (5 works) · Pedagogy (5 works)