SRI-Teknisk rapport-sen.v13 - DPU

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BEI3 WASHBACK? OR BACKWASH? OR CONSEQUENTIAL VALIDITY 3. AEI: AEI1 eller AEI2 eller AEI3 AEI1 Q-P-PY=("1999" OR "1999?" OR "2000" OR "2001" OR "2001?" OR "2002" OR "2002?" OR "2003" OR "2004" OR "2005" OR "2006" OR "2007") OR (Q-P-PY=("1980" OR "1981" OR "1982" OR "1983" OR "1984" OR "1985" OR "1986" OR "1987" OR "1988" OR "1989" OR "1990" OR "1991" OR "1992" OR "1993" OR "1994" OR "1995" OR "1996" OR "1997" OR "1998" OR "1998?")) AND (Q-W-00=MATH? OR ARITHMETIC? OR SCIENCE? OR PSYSICS OR CHEMISTRY OR READING AND (Q-P-ZZ=("EQUIVALENCY TESTS") OR (Q-P-00=("MASTERY TESTS" OR "NATIONAL COM- PETENCY TESTS")) OR (Q-P-ZZ=("ACHIEVEMENT TESTS")))) AEI2 Q-P-PY=("1999" OR "1999?" OR "2000" OR "2001" OR "2001?" OR "2002" OR "2002?" OR "2003" OR "2004" OR "2005" OR "2006" OR "2007") OR (Q-P-PY=("1980" OR "1981" OR "1982" OR "1983" OR "1984" OR "1985" OR "1986" OR "1987" OR "1988" OR "1989" OR "1990" OR "1991" OR "1992" OR "1993" OR "1994" OR "1995" OR "1996" OR "1997" OR "1998" OR "1998?")) AND (Q-P-ZZ=("SCIENCE TESTS") OR (Q-P-00=("READING TESTS")) OR (Q-P-00=("MATHEMATICS TESTS"))) AEI3 Q-W-00=BACKWASH? OR WASHBACK? OR CONSEQUENTIAL VALIDITY AND (Q-P-PY=("1999" OR "1999?" OR "2000" OR "2001" OR "2001?" OR "2002" OR "2002?" OR "2003" OR "2004" OR "2005" OR "2006" OR "2007") OR (Q-P-PY=("1980" OR "1981" OR "1982" OR "1983" OR "1984" OR "1985" OR "1986" OR "1987" OR "1988" OR "1989" OR "1990" OR "1991" OR "1992" OR "1993" OR "1994" OR "1995" OR "1996" OR "1997" OR "1998" OR "1998?"))) 4. CBCA-education: CBCA1 eller CBCA2 eller CBCA3 CBCA1 (achievement tests OR competency tests) AND (math* OR arithmetic* OR science* OR chemistry OR physics OR reading) CBCA2 matematics test*" OR "reading test*" OR "science test* 92
CBCA3 backwash* OR washback* OR consequential validity 5. Psychinfo: Psychinfo1 eller Psychinfo2 Psychinfo1 (DE=("mathematics education" or "science education" or "reading education" or "physics" or "chemistry")) and (DE=("achievement measures" or "iowa tests of basic skills" or "stanford achievement test" or "wide range achievement test" or "woodcock johnson psychoeducational battery")) Psychinfo2 washback or backwash* or "consequential validity” 6. FIS Bildung: FIS Bildung1 eller FIS Bildung2 eller FIS Bildung3 FIS Bildung1 (mathemati* lesen* physik* chemie* naturwissenschaft* /ODER) UND (schulleistungsmessung *leistungstest*/ODER) FIS Bildung2 mathematiktest* rechnentest* lesetest* naturwissenschafttest* physiktest* chemietest/ODER FIS Bildung3 "konsequenz* validität" backwash* washback* /ODER 7. JYKDOK: JYKDOK1 eller JYKDOK2 eller JYKDOK3 eller JYKDOK4 eller JYKDOK5 Profile 1, 2 limited to: English language material published i Finland 1980-2007 JYKDOK1 test? 93
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Clearinghouse Forskningsserien - 20
Page 4 and 5:
Dansk Clearinghouse for Uddannelses
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Sammenfatning Hvad ønsker vi at f
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10 2.6 Samlet oversigt over reviewp
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Tabeller Tabel 1.1: Plan for afhold
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Figurer Figur 1.1: Model af sammenh
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16 Fag Klassetrin 1. 2. 3. 4. 5. 6.
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18 Fag/klasse Profilområde 1 Profi
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aspekter ved skolernes kvalitet. Sk
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22 Fagområde Grundskolen 1. 2. 3.
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24 Fag Grundskolan 1. 2. 3. 4. 5. 6
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sentation af testens tema. En korte
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Aktørerne er i denne sammenhæng p
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Desuden er B-kategoriseringen blev
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32 Testning/ testdata 1 4 Informati
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2 Metoder anvendt i reviewet 2.1 De
Page 37 and 38:
ERIC er verdens største pædagogis
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De resterende 5716 fund er blevet s
Page 41 and 42: Genbeskrivelsessystemet er opbygget
Page 43 and 44: 3 Forskningskortlægning og forskni
Page 45 and 46: Forskningsdesign Antal studier Case
Page 47 and 48: elever karakterer eller mod at samm
Page 49 and 50: Hvem der scorer testen Antal studie
Page 51 and 52: Anvendelse af skala Antal studier I
Page 53 and 54: Hvad ses den effektive testbrug i f
Page 55: Evidensvægtningen af de inkludered
Page 58 and 59: Troværdigheden vil for det andet o
Page 60 and 61: 4.2.1 Pædagogisk brug af testdata:
Page 62 and 63: 62 • at effektiv feedback på tes
Page 64 and 65: 64 • at test især er praktiske f
Page 66 and 67: Der er svag evidens for, at dens ef
Page 68 and 69: uddannelsessystemet end læreren i
Page 70 and 71: En række undersøgelser (Alderson
Page 72 and 73: 72 Relation 5 Modersmål 6 Andre sp
Page 74 and 75: Pædagogisk brug af test - virkning
Page 76 and 77: Endelig bør det noteres, at baggru
Page 78 and 79: Det er i denne sammenhæng interess
Page 80 and 81: Et centralt aspekt ved reviewgruppe
Page 82 and 83: Det blev for det første konstatere
Page 84 and 85: 84 - Svaret sig om lærerne, at den
Page 87 and 88: 6 Appendiks 1: Søgeprofiler I afsn
Page 89 and 90: "modular arithmetic" or "multiplica
Page 91: or "matrices" or "polynomials" or "
Page 95 and 96: ”land:sw tree:e (kunskapstest* OR
Page 97 and 98: 7 Appendiks 2: Et eksempel på en g
Page 99 and 100: B.5 Was the study informed by, or l
Page 101 and 102: D.3 What is the proportion of those
Page 103 and 104: D.6 What ages are covered by the ac
Page 105 and 106: 1995 518.1 22.8 506.1 20.1 512.4 17
Page 107 and 108: Section G: Study Method the educati
Page 109 and 110: I.2 What is the sampling frame (if
Page 111 and 112: K.1 Which variables or concepts, if
Page 113 and 114: K.5 Who collected the data? Researc
Page 115 and 116: L.3 Which statistical methods, if a
Page 117 and 118: M.3 Is there an adequate descriptio
Page 119 and 120: N.11 In light of the above, do the
Page 121 and 122: 8 Appendiks 3: Abstract af 43 under
Page 123 and 124: Cheng, L., Rogers, T., & Hu, H. (20
Page 125 and 126: ger på lærernes pædagogiske inte
Page 127 and 128: Relation: 4 Mason, R. (2005). The e
Page 129 and 130: faget EsF øger mængden af aktivit
Page 131: undervisning. Forfatteren anbefaler
Page 134 and 135: Dorgan, K. (2004). A Year in the Li
Page 136 and 137: Ryan, P. (1994). Teacher Perspectiv
Page 139 and 140: 10 Referencer Her opregnes alene re
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