Steve Sizmur
Biographic Data
| ID | 5239911 |
|---|---|
| NAME | Steve Sizmur |
| GIVEN NAMES | Steve |
| FAMILY NAME | Sizmur |
| SIGNATURE | SIZMUR S |
| AFFILIATIONS | National Foundation for Educational Research |
| ORCID | 0000-0001-9776-8531 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 0 |
Look Back in Angoff
The Angoff procedure for setting cut‐scores for criterion‐referenced tests has generated considerable interest in the UK. The method offers a means of harnessing teachers' experience of children's performance at different National Curriculum levels to the problem of setting level boundaries in tests with a continuum of marks. The research reported here examines, from several perspectives, the appropriateness of a cut‐score derived from the Angoff…
Criterion Referencing and the Meaning of National Curriculum Assessment
Criterion-referenced assessment has made promises that it is unable to keep. The idea that a criterion-referenced test may afford a clear and direct interpretation in terms of exactly which tasks an examinee can perform is unattainable for the kinds of learning promoted in complex curricula, such as the National Curriculum in England and Wales. However, examining more carefully the origin of these claims suggests that they reflect a particularly …
No prominent works on this page.
Look Back in Angoff
The Angoff procedure for setting cut‐scores for criterion‐referenced tests has generated considerable interest in the UK. The method offers a means of harnessing teachers' experience of children's performance at different National Curriculum levels to the problem of setting level boundaries in tests with a continuum of marks. The research reported here examines, from several perspectives, the appropriateness of a cut‐score derived from the Angoff…
Criterion Referencing and the Meaning of National Curriculum Assessment
Criterion-referenced assessment has made promises that it is unable to keep. The idea that a criterion-referenced test may afford a clear and direct interpretation in terms of exactly which tasks an examinee can perform is unattainable for the kinds of learning promoted in complex curricula, such as the National Curriculum in England and Wales. However, examining more carefully the origin of these claims suggests that they reflect a particularly …
Curriculum (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Student Assessment and Feedback (2 works) · Test (biology) (2 works) · Cognitive and developmental aspects of mathematical skills (1 work) · Computer Science (1 work) · Construct (python library) (1 work) · Criterion-referenced test (1 work)