Randy E Bennett
Biographic Data
| ID | 9594670 |
|---|---|
| NAME | Randy E Bennett |
| GIVEN NAMES | Randy E |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT R E |
| AFFILIATIONS | Educational Testing Service |
| ORCID | 0000-0002-8391-4339 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Personalising assessment in the service of equity
Among Broadfoot’s many contributions is the four ‘C’s framework, which includes the insight that one of the social functions of assessment is to impose particular educational content through assessment design. A second insight is that ‘An individual’s performance on a particular task, cannot be divorced from their human characteristics – from culture, from personality, from motivation – even from the external conditions prevailing at the time the…
Formative assessment
This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under‐representation of measurement principles in that conceptualisation, the teacher‐support demands formative assessment entails, and the impact of the larger…
Internal Construct Validity of a College Admissions Test Across Handicapped and Nonhandicapped Groups
This study investigated the comparability of SAT Verbal and Mathematical scores for nonhandicapped examinees taking standard administrations and handicapped populations taking extended-time, special administrations. A simple two-factor confirmatory model based on Verbal and Mathematical item parcels was posed and tested for invariance across two sets of handicapped and nonhandicapped samples, with each set taking a different form of the SAT. Resu…
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Internal Construct Validity of a College Admissions Test Across Handicapped and Nonhandicapped Groups
This study investigated the comparability of SAT Verbal and Mathematical scores for nonhandicapped examinees taking standard administrations and handicapped populations taking extended-time, special administrations. A simple two-factor confirmatory model based on Verbal and Mathematical item parcels was posed and tested for invariance across two sets of handicapped and nonhandicapped samples, with each set taking a different form of the SAT. Resu…
Formative assessment
This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under‐representation of measurement principles in that conceptualisation, the teacher‐support demands formative assessment entails, and the impact of the larger…
Personalising assessment in the service of equity
Among Broadfoot’s many contributions is the four ‘C’s framework, which includes the insight that one of the social functions of assessment is to impose particular educational content through assessment design. A second insight is that ‘An individual’s performance on a particular task, cannot be divorced from their human characteristics – from culture, from personality, from motivation – even from the external conditions prevailing at the time the…
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Psychology (3 works) · Computer Science (2 works) · Student Assessment and Feedback (2 works) · Artificial Intelligence (1 work) · Business (1 work) · Certification (1 work) · Comparability (1 work) · Comprehension (1 work) · Confirmatory factor analysis (1 work) · Construct (python library) (1 work)