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Making Sense of Category Information From Teacher Licensure Exams
Unformatted Document Text:  Implication for Action. This work will lead to changes in how category information is reported by test developers. It is also intended to influence decisions that are made within programs. Learner/Participant Outcomes. Participants will learn how to make appropriate meaning from information contained in individual and institutional score reports. They will better understand basic issues of licensure assessment test design and how best to base instructional decisions on the basis of score reports. They will also become aware of new methods that will be implemented to report category information more appropriately. Methods. The presentation will use very accessible examples to illustrate the basic principles of educational measurement that underlie category reports. The presentation will be non-mathematical. All examples will be drawn from teacher licensure assessments. Time for questions and answers will be included. References Feldt, L. S., & Brennan, R. L. (1989).Reliability. In R. H. Linn (Ed.), Educational Measurement (3rd ed., pp. 105-146). New York: Macmillan. Haberman, S.J. (2005). When can subscores have value? (ETS-RR-05-08). Princeton, NJ: Educational Testing Service. Haberman, S.J., Sinharay, S. & Puhan, G. (2006). Subscores for Institutions. Unpublished technical report, Princeton NJ: Educational Testing Service.

Authors: Gitomer, Drew.
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Implication for Action. This work will lead to changes in how category
information is reported by test developers. It is also intended to influence decisions that
are made within programs.
Learner/Participant Outcomes. Participants will learn how to make appropriate
meaning from information contained in individual and institutional score reports. They
will better understand basic issues of licensure assessment test design and how best to
base instructional decisions on the basis of score reports. They will also become aware of
new methods that will be implemented to report category information more appropriately.
Methods. The presentation will use very accessible examples to illustrate the
basic principles of educational measurement that underlie category reports. The
presentation will be non-mathematical. All examples will be drawn from teacher
licensure assessments. Time for questions and answers will be included.
References
Feldt, L. S., & Brennan, R. L. (1989).Reliability. In R. H. Linn (Ed.), Educational
Measurement (3rd ed., pp. 105-146). New York: Macmillan.
Haberman, S.J. (2005). When can subscores have value? (ETS-RR-05-08). Princeton,
NJ: Educational Testing Service.
Haberman, S.J., Sinharay, S. & Puhan, G. (2006). Subscores for Institutions.
Unpublished technical report, Princeton NJ: Educational Testing Service.


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