Volume 17, 2012
Articles
Defining Authentic Classroom Assessment
Bruce B. Frey, Vicki L. Schmitt, and Justin P. Allen
Estimating ordinal reliability for Likert-type and ordinal item response data: A conceptual, empirical, and practical guide
Anne M. Gadermann, Martin Guhn, and Bruno D. Zumbo
Transforming Rubrics Using Factor Analysis
Ed Baryla, Gary Shelley, and William Trainor
Terminating Sequential Delphi Survey Data Collection
Sema Kalaian and Rafa M. Kasim
Indirect Measures In Evaluation: On Not Knowing What We Don’t Know
Linda Heath, Adam DeHoek, and Sara House Locatelli
Exploring Item Order in Anxiety-Related Constructs: Practical Impacts of Serial Position
R. Nicholas Carleton, Michel A. Thibodeau, Jason W. Osborne, and Gordon J. G. Asmundson
A Demonstration of a Systematic Item-Reduction Approach Using Structural Equation Modeling
Karen Larwin and Milton Harvey
Interpreting Multiple Linear Regression: A Guidebook of Variable Importance
Laura L. Nathans, Frederick L. Oswald, and Kim Nimon
Making Use of District and School Data
Carol S. Parke
Logits and tigers and bears, oh my! A brief look at the simple math of logistic regression and how it can improve dissemination of results
Jason W. Osborne
Evaluating the appropriateness and use of domain critical errors
C. W. Buckendahl and S. L. Davis-Becker
A Meta-Analysis of Growth Trends from Vertically Scaled Assessments
Nathan Dadey and Derek C. Briggs
Replication Analysis in Exploratory Factor Analysis: What it is and why it makes your analysis better
Jason W. Osborne and David C. Fitzpatrick
Repositioning Formative Assessment from an Educational Assessment Perspective: A Response to Dunn & Mulvenon (2009)
Michael Filsecker and Michael Kerres
Evaluating Teachers and Schools Using Student Growth Models
William D. Schafer, Robert W. Lissitz, Xiaoshu Zhu, Yuan Zhang, Xiaodong Hou, and Ying Li