Improving Reading Instruction: The Use of Research Based Principles

Eva L. Baker

Educational Technology Vol. 1, No. 9 (1973) pp. 9–13

An outline of some instructional principles by which reading instruction may be analyzed. (Author/HB)

Directly Comparing Computer and Human Performance in Language Understanding and Visual Reasoning

Eva L. Baker

Evaluation models are being developed for assessing artificial intelligence (AI) systems in terms of similar performance by groups of people. Natural language understanding and vision systems are the areas of concentration. In simplest terms, the...

Understanding Educational Quality: Where Validity Meets Technology. William H. Angoff Memorial Lecture Series

Eva L. Baker

Annual Meeting of the Educational Testing Service 1998 (2000)

With regard to testing, technology has already played significant roles in the form of scoring technology, analytical practices, and development strategies. Two common functions of technology and testing are currently at work. First is the use of...

Project for Research on Objective-Based Evaluation

Eva L. Baker

Educational Technology Vol. 10 (1970) p. 8

Describes a project which was conceived to provide a vehicle for an adequate test of the utility of evaluation based on student achievement of specific program goals." (Author/AA)

Sensitive Technology Assessment of ACOT

Eva L. Baker

This paper explores the ideas and the model underlying the evaluation of the Apple Classroom of Tomorrow project (ACOT), a 2-year-old research and development project incorporating at least seven different grade levels which is located in five...

Technology and Effective Assessment Systems

Eva L. Baker

Yearbook of the National Society for the Study of Education Vol. 104, No. 2 (June 2005) pp. 358–378

Over the last 20 years, writing about technology (and more recently about its use in assessment systems) has been a joyful experience, in part because the author was usually right about how fast and how unexpected technology progress would be made....

Model-Based Assessments to Support Learning and Accountability: The Evolution of CRESST's Research on Multiple-Purpose Measures

Eva L. Baker

Educational Assessment Vol. 12, No. 3 (October 2007) pp. 179–194

This article describes the history, evidence warrants, and evolution of the Center for Research on Evaluation, Standards, and Student Testing's (CRESST) model-based assessments. It considers alternative interpretations of scientific or practical...

Beyond Objectives: Domain-Referenced Tests for Evaluation and Instructional Improvement

Eva L. Baker

Educational Technology Vol. 14, No. 6 (1974) pp. 10–16

Computer Technology Futures for the Improvement of Assessment

Eva L. Baker; Harold F. O'Neil

Journal of Science Education and Technology Vol. 4, No. 1 (1995) pp. 37–45

Two examples of the interaction between computer technology and assessment are described: a tool-based knowledge representation approach to assess content understanding and a team problem-solving task involving negotiation. The examples serve as the ...

Assessment Gaze, Refraction, and Blur: The Course of Achievement Testing in the Past 100 Years

Eva L. Baker; Gregory K. W. K. Chung; Li Cai

Review of Research in Education Vol. 40, No. 1 (2016) pp. 94–142

This chapter addresses assessment (testing) with an emphasis on the 100-year period since the American Education Research Association was formed. The authors start with definitions and explanations of contemporary tests. They then look backward into ...

The Five Families of Cognitive Learning: A Context in Which To Conduct Cognitive Demands Analyses of Innovative Technologies

Davina C. D. Klein; Harold F. O'Neil; Robert A. Dennis; Eva L. Baker

Annual Meeting of the American Educational Research Association 1997 (March 1997)

A cognitive demands analysis of a learning technology, a term that includes the hardware and the computer software products that form learning environments, attempts to describe the types of cognitive learning expected of the individual by the...

Towards Individualized Instruction with Technology-Enabled Tools and Methods

Gregory K. W. K. Chung; Girlie C. Delacruz; Gary B. Dionne; Eva L. Baker; John Lee; Ellen Osmundson

Annual Meeting of the American Educational Research Association 2007 (Apr 10, 2007)

In this study we explored the effectiveness of individualizing instruction using a system that diagnosed students' knowledge gaps in pre-algebra and provided individualized instruction and practice. One hundred middle school students participated,...