Reliability and Validity of Information About Student Achievement
Comparing Large-Scale and Classroom Testing Contexts
Bibliographic Data
| ID | 4900211 |
|---|---|
| Authors | Gregory J Cizek (University of North Carolina at Chapel Hill, corresponding author) |
| Year | 2009 |
| Volume | 48 |
| Issue | 1 |
| Pages | 63-71 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405840802577627 |
| OpenAlex | W1968347782 |
| Language | EN |
| Citations received | 7 |
| References cited | 2 |
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, with particular attention to classroom decision making
Academic achievement · Achievement test · Developmental psychology · Mathematics education · Psychometrics · Quality (philosophy · Reliability (semiconductor · Scale (ratio · Standardized test · Student achievement · Test validity · Validity · Educational Assessment and Improvement · Psychology · Psychometric Methodologies and Testing · Social Psychology · Student Assessment and Feedback
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| Unique citing works | 7 |
|---|---|
| Citations per year | 0,54 |
| Citation span | 2013 - 2023 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |