Volume 10 • 2005

Article

A longitudinal approach to understanding course evaluations

Larry H. Ludlow

2005-01-01 Volume 10 • 2005 • Article 1

A theoretical model for the authentic assessment of teaching

Peter Rennert-Ariev

2005-01-01 Volume 10 • 2005 • Article 2

Student perspectives on rubric-referenced assessment

Heidi Andrade and Ying Du

2005-01-01 Volume 10 • 2005 • Article 3

Test Equating by Common Items and Common Subjects: Concepts and Applications

Chong Ho Yu and Sharon E. Osborn-Popp

2005-01-01 Volume 10 • 2005 • Article 4

The Standard Error of a Proportion for Different Scores and Test Length

David A. Walker

2005-01-01 Volume 10 • 2005 • Article 5

Recency Effect in College Student Course Evaluations

David Dickey and Carolyn Pearson

2005-01-01 Volume 10 • 2005 • Article 6

Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis

Anna B. Costello and Jason Osborne

2005-01-01 Volume 10 • 2005 • Article 7

Extended Time Test Accommodation: Directions for Future Research and Practice

LoriAnn S. Stretch and Jason Osborne

2005-01-01 Volume 10 • 2005 • Article 8

Please Don’t Use NAEP Scores to Rank Order the 50 States

Bert D. Stoneberg

2005-01-01 Volume 10 • 2005 • Article 9

Technical Documentation for Alternate Assessments

William D. Schafer

2005-01-01 Volume 10 • 2005 • Article 10

Growth Models in Action: Selected Case Studies

Jessica Goldstein and Peter Behuniak

2005-01-01 Volume 10 • 2005 • Article 11

Formatting a Paper-based Survey Questionnaire: Best Practices

Elizabeth Fanning

2005-01-01 Volume 10 • 2005 • Article 12

Expected Classification Accuracy

Lawrence M. Rudner

2005-01-01 Volume 10 • 2005 • Article 13

Using the Binomial Effect Size Display (BESD) to Present the Magnitude of Effect Sizes to the Evaluation Audience

Justus J. Randolph and R. Shawn Edmondson

2005-01-01 Volume 10 • 2005 • Article 14

A Review of Greene (2002) High School Graduation Rates in the United States

Richard P. Phelps

2005-01-01 Volume 10 • 2005 • Article 15

Does It Matter If Non-Powerful Significance Tests Are Used in Dissertation Research?

Heping Deng

2005-01-01 Volume 10 • 2005 • Article 16

Peer and Self-Assessment in High Schools

Brian Noonan and C. Randy Duncan

2005-01-01 Volume 10 • 2005 • Article 17

Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing

Jerrell C. Cassady, Lawrence L. Smith and Linda K. Huber

2005-01-01 Volume 10 • 2005 • Article 18