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The Global ETD Search service is a free service for researchers
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Showing 41 to 42 of 42 (0.082 seconds)Spelling suggestions: "subject:"largescale assessment"" "subject:"largerscale assessment""
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Large-Scale Assessment as a Tool for Monitoring Learning and Teaching:The Case of Flanders, BelgiumDe Corte, Erik, Janssen, Rianne, Verschaffel, Lieven 12 April 2012 (has links)
Traditional tests for large-scale assessment of mathematics learning have been criticized for several reasons, such as their mismatch between the vision of mathematical competence and the content
covered by the test, and their failure to provide relevant information for guiding further learning and instruction. To achieve that large-scale assessments can function as tools for monitoring and
improving learning and teaching, one has to move away from the rationale, the constraints, and the practices of traditional tests. As an illustration this paper presents an alternative approach to largescale
assessment of elementary school mathematics developed in Flanders, Belgium Using models of item response theory, 14 measurement scales were constructed, each representing a cluster of curriculum standards and covering as a whole the mathematics curriculum relating to numbers, measurement and geometry. A representative sample of 5,763 sixth-graders (12-year-olds) belonging to 184 schools participated in the study. Based on expert judgments a cut-off score was set that determines the minimum level that students must achieve on each scale to master the standards. Overall, the more innovative curriculum standards were mastered less well than the more traditional ones. Few gender differences in performance were observed. The advantages of this approach and its further development are discussed.
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Optimierung von Messinstrumenten im Large-scale AssessmentHecht, Martin 21 July 2015 (has links)
Messinstrumente stellen in der wissenschaftlichen Forschung ein wesentliches Element zur Erkenntnisgewinnung dar. Das Besondere an Messinstrumenten im Large-scale Assessment in der Bildungsforschung ist, dass diese normalerweise für jede Studie neu konstruiert werden und dass die Testteilnehmer verschiedene Versionen des Tests bekommen. Hierbei ergeben sich potentielle Gefahren für die Akkuratheit und Validität der Messung. Um solche Gefahren zu minimieren, sollten (a) die Ursachen für Verzerrungen der Messung und (b) mögliche Strategien zur Optimierung der Messinstrumente eruiert werden. Deshalb wird in der vorliegenden Dissertation spezifischen Fragestellungen im Rahmen dieser beiden Forschungsanliegen nachgegangen. / Measurement instruments are essential elements in the acquisition of knowledge in scientific research. Special features of measurement instruments in large-scale assessments of student achievement are their frequent reconstruction and the usage of different test versions. Here, threats for the accuracy and validity of the measurement may emerge. To minimize such threats, (a) sources for potential bias of measurement and (b) strategies to optimize measuring instruments should be explored. Therefore, the present dissertation investigates several specific topics within these two research areas.
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