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Assessments and Accountability (Condensed version)
Robert L. Linn

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Self-Reported GPA and SAT: A Methodological Note
Jerrell C. Cassady

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Using state standards and tests to improve instruction
Christopher Tienken and Michael Wilson

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Computing the expected proportions of misclassified examinees
Lawrence M. Rudner

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Replication: A Design Principle for Field Research
William D. Schafer

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Profile analysis: multidimensional scaling approach
Cody S. Ding

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An overview of content analysis
Steve Stemler

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A rubric for scoring postsecondary academic skills
Marielle Simon and Renée Forgette-Giroux

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Conducting web-based surveys
David J. Solomon

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The stability of undergraduate students' cognitive test anxiety levels
Jerrell C. Cassady

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Alignment of standards and assessments as an accountability criterion
Paul M. La Marca

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A confirmatory analysis of the Wechsler Adult Intelligence Scale-Third edition: Is the verbal/performance discrepancy justified?
Gordon E. Taub

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Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance
Jennifer Mullane and Stuart J. McKelvie

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Consequences of (mis)use of the Texas Assessment of Academic Skills (TAAS) for high-stakes decisions: A comment on Haney and the Texas miracle in education
J. Thomas Kellow and Victor L. Willson

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Designing scoring rubrics for your classroom
Craig A. Mertler

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An overview of three approaches to scoring written essays by computer
Lawrence M. Rudner and Phill Gagne

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Advantages of Hierarchical Linear Modeling
Jason W. Osborne

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Prediction in Multiple Regression
Jason W. Osborne

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Scoring Rubrics: What, When and How?
Barbara M. Moskal

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Organizational Issues Related to Portfolio Assessment Implementation in the Classroom
Renée Forgette-Giroux and Marielle Simon

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Summarizing Change in Test Scores: Shortcomings of Three Common Methods
Michael Russell

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Using Expected Growth Size Estimates to Summarize Test Score Changes
Michael Russell

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Using critical thinking to conduct effective searches of online resources
Sarah K. Brem and Andrea J. Boyes

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Fundamental Assessment Principles for Teachers and School Administrators
James H. McMillan

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A Framework for Developing an Effective Instructional Program for Limited English Proficient Students with Limited Formal Schooling
Angelo Alcala

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Scoring Rubric Development: Validity and Reliability
Barbara M. Moskal and Jon A. Leydens