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Improving Test Score Reporting: Perspectives From the ETS Score Reporting Conference
dc.contributor.authorZapata‐rivera, Diegoen_US
dc.contributor.authorZwick, Rebeccaen_US
dc.contributor.authorHullman, Jessicaen_US
dc.contributor.authorRhodes, Rebeccaen_US
dc.contributor.authorRodriguez, Fernandoen_US
dc.contributor.authorShah, Pritien_US
dc.contributor.authorSklar, Jeffrey C.en_US
dc.date.accessioned2014-09-03T16:51:56Z
dc.date.available2014-09-03T16:51:56Z
dc.date.issued2011-12en_US
dc.identifier.citationZapata‐rivera, Diego ; Zwick, Rebecca; Hullman, Jessica; Rhodes, Rebecca; Rodriguez, Fernando; Shah, Priti; Zwick, Rebecca; Sklar, Jeffrey C.; Zapata‐rivera, Diego (2011). "Improving Test Score Reporting: Perspectives From the ETS Score Reporting Conference." ETS Research Report Series 2011(2): i-62. <http://hdl.handle.net/2027.42/108325>en_US
dc.identifier.issn2330-8516en_US
dc.identifier.issn2330-8516en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/108325
dc.description.abstractThis volume includes 3 papers based on presentations at a workshop on communicating assessment information to particular audiences, held at Educational Testing Service (ETS) on November 4th, 2010, to explore some issues that influence score reports and new advances that contribute to the effectiveness of these reports. Jessica Hullman, Rebecca Rhodes, Fernando Rodriguez, and Priti Shah present the results of recent research on graph comprehension and data interpretation, especially the role of presentation format, the impact of prior quantitative literacy and domain knowledge, the trade‐off between reducing cognitive load and increasing active processing of data, and the affective influence of graphical displays. Rebecca Zwick and Jeffrey Sklar present the results of the Instructional Tools in Educational Measurement and Statistics for School Personnel (ITEMS) project, funded by the National Science Foundation and conducted at the University of California, Santa Barbara to develop and evaluate 3 web‐based instructional modules intended to help educators interpret test scores. Zwick and Sklar discuss the modules and the procedures used to evaluate their effectiveness. Diego Zapata‐Rivera presents a new framework for designing and evaluating score reports, based on work on designing and evaluating score reports for particular audiences in the context of the CBAL (Cognitively Based Assessment of, for, and as Learning) project (Bennett & Gitomer, 2009), which has been applied in the development and evaluation of reports for various audiences including teachers, administrators and students.en_US
dc.publisherAERAen_US
dc.publisherWiley Periodicals, Inc.en_US
dc.subject.otherGraphsen_US
dc.subject.otherScore Reportingen_US
dc.subject.otherScore Interpretationen_US
dc.subject.otherAssessment Literacyen_US
dc.subject.otherTeacher Professional Developmenten_US
dc.subject.otherTeacher Educationen_US
dc.subject.otherScore Reporting to Particular Audiencesen_US
dc.subject.otherPolicymakersen_US
dc.subject.otherAdministratorsen_US
dc.subject.otherTeachersen_US
dc.subject.otherStudentsen_US
dc.subject.otherVisualizationen_US
dc.subject.otherGraph Comprehensionen_US
dc.subject.otherVisual Displaysen_US
dc.titleImproving Test Score Reporting: Perspectives From the ETS Score Reporting Conferenceen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/108325/1/ets202281.pdf
dc.identifier.doi10.1002/j.2333-8504.2011.tb02281.xen_US
dc.identifier.sourceETS Research Report Seriesen_US
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