Call Number (LC) Title Results
ED430032 Computerized Classification Testing under Practical Constraints with a Polytomous Model 1
ED430033 Comparing and Combining Dichotomous and Polytomous Items with SPRT Procedure in Computerized Classification Testing 1
ED430034 Motivational Effects of the Informativeness of Feedback 1
ED430035 Results from the North Carolina NAEP Comparison and What They Mean to the End-of-Grade Testing Program / 1
ED430036 Measuring Achievement Growth in an 18-Day Summer School Session 1
ED430037 Does the Relationship between Motivation and Performance Differ with Ability? 1
ED430038 Issues in National Assessment of Mathematics the Transition to Higher Level Study / 1
ED430040 IRT Design for the School Achievement Indicators Program (SAIP) 1
ED430041 I Yam What I Am Examining Qualitative Research through the Ethnographic Self, the Literary "Other" and the Academy / 1
ED430042 Effects of Institutional Experience and Family Support on Post-Developmental Students' Academic Performance 1
ED430043 High School Student Perceptions of the Strengths and Weaknesses of an Educational Interactive Video Program over a Four-Year Time Span Log-linear Analysis / 1
ED430044 Chi-Square Statistics, Tests of Hypothesis and Technology 1
ED430045 Crossvalidation and Confirmatory Factor Analysis of the 30-Item Leadership Behavior Description Questionnaire Implications for Use by Graduate Students / 1
ED430046 Evaluating College Services Using Student Ratings with Incomplete Data An IRT Rating Scale Model Approach / 1
ED430047 Choosing a Multiple Comparison Procedure Based on Alpha 1
ED430048 Parental Involvement and Students' Academic Achievement A Meta-Analysis / 1
ED430049 When Inter-Rater Reliability Is Obtained from Only Part of a Sample 1
ED430050 Assessing the Effect of Model-Data Misfit on the Invariance Property of IRT Parameter Estimates 1
ED430051 The New York Collaborative for Excellence in Teacher Preparation A Case Study of Context and Evaluation / 1
ED430052 Too Much Testing of the Wrong Kind Too Little of the Right Kind in K-12 Education. A Policy Information Perspective / 1