Lorrie A Shepard
Biographic Data
| ID | 3979249 |
|---|---|
| NAME | Lorrie A Shepard |
| GIVEN NAMES | Lorrie A |
| FAMILY NAME | Shepard |
| SIGNATURE | SHEPARD L A |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-0843-0166 |
| VERIFIED | Yes |
| TOTAL WORKS | 26 |
| TOTAL CITATIONS | 185 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1979 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 6 |
Classroom Assessment to Support Teaching and Learning
Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progress…
Testing and Assessment for the Good of Education
Early presidents of the American Educational Research Association were leaders in the testing movement. Their intentions were to improve education by means of testing, which included both IQ and achievement tests. Early measurement experts acknowledged in scholarly articles that IQ tests could not measure inherited ability of groups with vastly different opportunities to learn, and yet ability testing was promoted as a beneficial means for matchi…
What the Marketplace Has Brought Us
School districts across the country have adopted interim and benchmark assessments in response to NCLB pressures to raise student achievement, despite the lack of a research base. Thus, it is especially important that well-conceived, empirical studies of the effects of such programs be carried out. Various theoretical frames can help understand how teams of teachers might begin to use data to reflect upon and adjust their instructional practices.…
Commentary on the National Mathematics Advisory Panel Recommendations on Assessment
Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) recommends that National Assessment of Educational Progress and state tests focus on foundations of algebra and include fewer pattern-type algebra items. Greater mathematics expertise is needed in test development to prevent flawed items. The Panel reached the erroneous conclusion that multiple-choice and constructed response items measure the same thing b…
Research news and Comment
Representation, Voice, and Inclusion
In January 1998, AERA President James Banks, in response to a Council directive, appointed a Task Force on Governance (GTF) to study the AERA bylaws and to critique and make recommendations for changes in the existing governance structure. After 18 months of consultation and deliberation, the GTF forwarded its report and recommendations to the AERA Executive Board. These recommendations have now
The Role of Assessment in a Learning Culture
of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large number of educational researchers who participate, in one way or another, in teacher education. The transformation of practices cannot be accomplished in separate tests and courses,…
Parents' Thinking about Standardized Tests and Performance Assessments
Research news and Comment
The Place of Testing Reform in Educational Reform
The Place of Testing Reform in Educational Reform
Psychometric properties of the gesell developmental assessment
Psychometricians' Beliefs about Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists op…
Psychometricians’ Beliefs About Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists op…
Interview on Assessment Issues with Lorrie Shepard
Readiness testing in local school districts
This policy analysis of readiness testing in local school districts has three parts: (1) a summary of research on issues comprising the policy context; (2) a review of readiness test uses and validity; and (3) an analysis of policy consequences. The apparent need for districts to judge children ready or unready for school is a phenomenon of the 1980s and follows from a constellation of interconnected changes: major (and inappropriate) shifts in t…
Predictive validity of the Gesell School Readiness Tests
Kindergarten Readiness and Retention
The issues concerning teachers' beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers' beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unrea…
Kindergarten Readiness and Retention
The issues concerning teachers’ beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers’ beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unrea…
The Texas Teacher Test
The TECAT, the Texas Examination of Current Administrators and Teachers, is a test of basic literacy that was given to Texas teachers in March, 1986. The test, seen as politically essential to leverage a tax increase and pay raise for teachers, was intended to raise the public esteem of teachers by weeding out incompetents. Teachers expended massive effort in reviewing basic skills and drilling on test format. After two tries 99% of the 210,000 w…
A Computer Program to Aid the Detection of Biased Test Items
This program was written to identify items on ability tests that favor one particular group of examinees in relation to another. That is, controlling for group differences in ability, do some items have a greater likelihood of being correctly answered in one of two groups
Characteristics of Pupils Identified as Learning Disabled
This study was aimed at describing the characteristics of school-aged children whom educators had identified as learning disabled (LD). A probability sample of 800 was selected from the population of all children served as learning disabled in the state of Colorado. A coding form was used by trained coders to extract relevant features from the case files of the children. The sample was characterized by (1) distributions of single variables (e.g.,…
Reporting the results of statewide assessment
Purposes of assessment
Construct and Predictive Validity of the California Entry Level Test
The Entry Level Test (ELT) (California State Department of Education, 1974) is administered to all first grade pupils in California as part of the state assessment program. ELT means are used with demographic variables to predict differences among schools and districts on subsequent reading achievement tests. Factor analyses based on a one-percent random sample of all first grade children (n = 3010) resulted in distinct factors for each of the su…
The Role of Assessment in a Learning Culture
of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large number of educational researchers who participate, in one way or another, in teacher education. The transformation of practices cannot be accomplished in separate tests and courses,…
Psychometricians’ Beliefs About Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists op…
Kindergarten Readiness and Retention
The issues concerning teachers’ beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers’ beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unrea…
Interview on Assessment Issues with Lorrie Shepard
Characteristics of Pupils Identified as Learning Disabled
This study was aimed at describing the characteristics of school-aged children whom educators had identified as learning disabled (LD). A probability sample of 800 was selected from the population of all children served as learning disabled in the state of Colorado. A coding form was used by trained coders to extract relevant features from the case files of the children. The sample was characterized by (1) distributions of single variables (e.g.,…
Self-acceptance
The validity of the construct self-acceptance was tested to map the evaluative dimension of self-concept. Three constructs—self-acceptance, self-description, and acceptance of others—were each measured by seven methods (checklist, rating scale, sentence completion, forced-choice questionnaire, semantic differential, TAT, and Q-sort) to create a multitrait-multimethod matrix of intercorrelations. Instruments were either selected from the literatur…
What the Marketplace Has Brought Us
School districts across the country have adopted interim and benchmark assessments in response to NCLB pressures to raise student achievement, despite the lack of a research base. Thus, it is especially important that well-conceived, empirical studies of the effects of such programs be carried out. Various theoretical frames can help understand how teams of teachers might begin to use data to reflect upon and adjust their instructional practices.…
Classroom Assessment to Support Teaching and Learning
Classroom assessment includes both formative assessment, used to adapt instruction and help students to improve, and summative assessment, used to assign grades. These two forms of assessment must be coherently linked through a well-articulated model of learning. Sociocultural theory is an encompassing grand theory that integrates motivation and cognitive development, and it enables the design of equitable learning environments. Learning progress…
Testing and Assessment for the Good of Education
Early presidents of the American Educational Research Association were leaders in the testing movement. Their intentions were to improve education by means of testing, which included both IQ and achievement tests. Early measurement experts acknowledged in scholarly articles that IQ tests could not measure inherited ability of groups with vastly different opportunities to learn, and yet ability testing was promoted as a beneficial means for matchi…
The Texas Teacher Test
The TECAT, the Texas Examination of Current Administrators and Teachers, is a test of basic literacy that was given to Texas teachers in March, 1986. The test, seen as politically essential to leverage a tax increase and pay raise for teachers, was intended to raise the public esteem of teachers by weeding out incompetents. Teachers expended massive effort in reviewing basic skills and drilling on test format. After two tries 99% of the 210,000 w…
Commentary on the National Mathematics Advisory Panel Recommendations on Assessment
Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) recommends that National Assessment of Educational Progress and state tests focus on foundations of algebra and include fewer pattern-type algebra items. Greater mathematics expertise is needed in test development to prevent flawed items. The Panel reached the erroneous conclusion that multiple-choice and constructed response items measure the same thing b…
The Place of Testing Reform in Educational Reform
Predictive validity of the Gesell School Readiness Tests
Parents' Thinking about Standardized Tests and Performance Assessments
Research news and Comment
The Place of Testing Reform in Educational Reform
Readiness testing in local school districts
This policy analysis of readiness testing in local school districts has three parts: (1) a summary of research on issues comprising the policy context; (2) a review of readiness test uses and validity; and (3) an analysis of policy consequences. The apparent need for districts to judge children ready or unready for school is a phenomenon of the 1980s and follows from a constellation of interconnected changes: major (and inappropriate) shifts in t…
Purposes of assessment
Construct and Predictive Validity of the California Entry Level Test
The Entry Level Test (ELT) (California State Department of Education, 1974) is administered to all first grade pupils in California as part of the state assessment program. ELT means are used with demographic variables to predict differences among schools and districts on subsequent reading achievement tests. Factor analyses based on a one-percent random sample of all first grade children (n = 3010) resulted in distinct factors for each of the su…
Self-acceptance
The validity of the construct self-acceptance was tested to map the evaluative dimension of self-concept. Three constructs—self-acceptance, self-description, and acceptance of others—were each measured by seven methods (checklist, rating scale, sentence completion, forced-choice questionnaire, semantic differential, TAT, and Q-sort) to create a multitrait-multimethod matrix of intercorrelations. Instruments were either selected from the literatur…
Reporting the results of statewide assessment
Characteristics of Pupils Identified as Learning Disabled
This study was aimed at describing the characteristics of school-aged children whom educators had identified as learning disabled (LD). A probability sample of 800 was selected from the population of all children served as learning disabled in the state of Colorado. A coding form was used by trained coders to extract relevant features from the case files of the children. The sample was characterized by (1) distributions of single variables (e.g.,…
A Computer Program to Aid the Detection of Biased Test Items
This program was written to identify items on ability tests that favor one particular group of examinees in relation to another. That is, controlling for group differences in ability, do some items have a greater likelihood of being correctly answered in one of two groups
The Texas Teacher Test
The TECAT, the Texas Examination of Current Administrators and Teachers, is a test of basic literacy that was given to Texas teachers in March, 1986. The test, seen as politically essential to leverage a tax increase and pay raise for teachers, was intended to raise the public esteem of teachers by weeding out incompetents. Teachers expended massive effort in reviewing basic skills and drilling on test format. After two tries 99% of the 210,000 w…
Kindergarten Readiness and Retention
The issues concerning teachers' beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers' beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unrea…
Kindergarten Readiness and Retention
The issues concerning teachers’ beliefs about and use of retention were explored in a qualitative study. Clinical interviews with teachers, participant observation in kindergarten classes, analysis of documents, and interviews with parents revealed that teachers’ beliefs about the development of school readiness could be described and ordered along a dimension of nativism, that these beliefs relate to their use of retention as a solution to unrea…
Predictive validity of the Gesell School Readiness Tests
Readiness testing in local school districts
This policy analysis of readiness testing in local school districts has three parts: (1) a summary of research on issues comprising the policy context; (2) a review of readiness test uses and validity; and (3) an analysis of policy consequences. The apparent need for districts to judge children ready or unready for school is a phenomenon of the 1980s and follows from a constellation of interconnected changes: major (and inappropriate) shifts in t…
Psychometricians' Beliefs about Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists op…
Psychometricians’ Beliefs About Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists op…
Interview on Assessment Issues with Lorrie Shepard
Psychometric properties of the gesell developmental assessment
The Place of Testing Reform in Educational Reform
The Place of Testing Reform in Educational Reform
Parents' Thinking about Standardized Tests and Performance Assessments
Research news and Comment
Research news and Comment
Representation, Voice, and Inclusion
In January 1998, AERA President James Banks, in response to a Council directive, appointed a Task Force on Governance (GTF) to study the AERA bylaws and to critique and make recommendations for changes in the existing governance structure. After 18 months of consultation and deliberation, the GTF forwarded its report and recommendations to the AERA Executive Board. These recommendations have now
The Role of Assessment in a Learning Culture
of assessments used to give grades or to satisfy the accountability demands of an external authority, but rather the kind of that can be used as a part of instruction to support and enhance learning. On this topic, I am especially interested in engaging the very large number of educational researchers who participate, in one way or another, in teacher education. The transformation of practices cannot be accomplished in separate tests and courses,…
Commentary on the National Mathematics Advisory Panel Recommendations on Assessment
Foundations for Success: The Final Report of the National Mathematics Advisory Panel (2008) recommends that National Assessment of Educational Progress and state tests focus on foundations of algebra and include fewer pattern-type algebra items. Greater mathematics expertise is needed in test development to prevent flawed items. The Panel reached the erroneous conclusion that multiple-choice and constructed response items measure the same thing b…
What the Marketplace Has Brought Us
School districts across the country have adopted interim and benchmark assessments in response to NCLB pressures to raise student achievement, despite the lack of a research base. Thus, it is especially important that well-conceived, empirical studies of the effects of such programs be carried out. Various theoretical frames can help understand how teams of teachers might begin to use data to reflect upon and adjust their instructional practices.…
Testing and Assessment for the Good of Education
Early presidents of the American Educational Research Association were leaders in the testing movement. Their intentions were to improve education by means of testing, which included both IQ and achievement tests. Early measurement experts acknowledged in scholarly articles that IQ tests could not measure inherited ability of groups with vastly different opportunities to learn, and yet ability testing was promoted as a beneficial means for matchi…
Psychology (25 works) · Mathematics education (20 works) · Pedagogy (14 works) · Developmental psychology (10 works) · Standardized test (9 works) · Political science (8 works) · Test (biology (8 works) · Curriculum (7 works) · Student Assessment and Feedback (7 works) · Psychometrics (6 works)