Premium
Technical Quality Criteria for Evaluating District Assessment Portfolios Used in the Nebraska STARS
Author(s) -
Plake Barbara S.,
Impara James C.,
Buckendahl Chad W.
Publication year - 2004
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2004.tb00154.x
Subject(s) - quality (philosophy) , quality assessment , actuarial science , psychology , evaluation methods , business , engineering , reliability engineering , philosophy , epistemology
Nebraska districts use different strategies for measuring student performance on the state's content standards. District assessments differ in type and technical quality. Six quality criteria were endorsed by the state. These criteria cover content and curricular validity, fairness, and appropriateness of score interpretations. District assessment portfolios document how well assessments meet these criteria. Districts receive ratings on how well their assessments meet each of the quality criteria and are given a rating from Unacceptable to Exemplary. This article presents these technical quality criteria and explains how they are (a) individually rated and (b) combined for the district's overall quality rating.