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Showing 1 to 15 of 27 results Save | Export
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Kroehne, Ulf; Buerger, Sarah; Hahnel, Carolin; Goldhammer, Frank – Educational Measurement: Issues and Practice, 2019
For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…
Descriptors: Reading Comprehension, Computer Assisted Testing, Achievement Tests, Foreign Countries
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West, Stephen G.; Hughes, Jan N.; Kim, Han Joe; Bauer, Shelby S. – Educational Measurement: Issues and Practice, 2019
The Motivation for Educational Attainment (MEA) questionnaire, developed to assess facets related to early adolescents' motivation to complete high school, has a bifactor structure with a large general factor and three smaller orthogonal specific factors (teacher expectations, peer aspirations, value of education). This prospective validity study…
Descriptors: Student Motivation, Educational Attainment, Questionnaires, Adolescent Attitudes
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Zhang, Mo; Bennett, Randy E.; Deane, Paul; van Rijn, Peter W. – Educational Measurement: Issues and Practice, 2019
This study compared gender groups on the processes used in writing essays in an online assessment. Middle-school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students' keystroke logs. In comparison to males, on…
Descriptors: Gender Differences, Essays, Computer Assisted Testing, Persuasive Discourse
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Allen, Jeff; Mattern, Krista – Educational Measurement: Issues and Practice, 2019
We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to…
Descriptors: High School Students, Academic Achievement, Secondary School Curriculum, Difficulty Level
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Hansen, John; Sadler, Philip; Sonnert, Gerhard – Educational Measurement: Issues and Practice, 2019
The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as "honors" or "advanced placement." Adjusted GPAs--also known as weighted GPAs--are frequently used for computing students' rank in class and in the college admission process. Despite the high stakes attached to…
Descriptors: Grade Point Average, High School Students, Difficulty Level, Weighted Scores
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Meijer, Eline; Cleiren, Marc P. H. D.; Dusseldorp, Elise; Buurman, Vincent J. C.; Hogervorst, Roel M.; Heiser, Willem J. – Educational Measurement: Issues and Practice, 2019
Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre-entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students' first-year academic performance. Preregistered…
Descriptors: Academic Achievement, College Freshmen, Prediction, Risk
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Allen, Jeff; Mattern, Krista; Ndum, Edwin – Educational Measurement: Issues and Practice, 2019
We derived an index of high school academic rigor (HSAR) by optimizing the prediction of first-year college GPA (FYGPA) based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set and nominal parameterization of high school course outcomes, the HSAR index capitalizes on differential contributions…
Descriptors: High Schools, Difficulty Level, Prediction, Grade Point Average
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Jerrim, John; Parker, Philip; Choi, Alvaro; Chmielewski, Anna Katyn; Sälzer, Christine; Shure, Nikki – Educational Measurement: Issues and Practice, 2018
The Programme for International Student Assessment (PISA) is an important international study of 15-olds' knowledge and skills. New results are released every 3 years, and have a substantial impact upon education policy. Yet, despite its influence, the methodology underpinning PISA has received significant criticism. Much of this criticism has…
Descriptors: Educational Assessment, Comparative Education, Achievement Tests, Foreign Countries
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Rutkowski, David; Rutkowski, Leslie; Liaw, Yuan-Ling – Educational Measurement: Issues and Practice, 2018
Participation in international large-scale assessments has grown over time with the largest, the Programme for International Student Assessment (PISA), including more than 70 education systems that are economically and educationally diverse. To help accommodate for large achievement differences among participants, in 2009 PISA offered…
Descriptors: Educational Assessment, Foreign Countries, Achievement Tests, Secondary School Students
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Vijver, Fons J. R. – Educational Measurement: Issues and Practice, 2018
A conceptual framework of measurement bias in cross-cultural comparisons, distinguishing between construct, method, and item bias (differential item functioning), is used to describe a methodological framework addressing assessment of noncognitive variables in international large-scale studies. It is argued that the treatment of bias, coming from…
Descriptors: Educational Assessment, Achievement Tests, Foreign Countries, International Assessment
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Yamamoto, Kentaro; Shin, Hyo Jeong; Khorramdel, Lale – Educational Measurement: Issues and Practice, 2018
A multistage adaptive testing (MST) design was implemented for the Programme for the International Assessment of Adult Competencies (PIAAC) starting in 2012 for about 40 countries and has been implemented for the 2018 cycle of the Programme for International Student Assessment (PISA) for more than 80 countries. Using examples from PISA and PIAAC,…
Descriptors: International Assessment, Foreign Countries, Achievement Tests, Test Validity
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Kostal, Jack W.; Sackett, Paul R.; Kuncel, Nathan R.; Walmsley, Philip T.; Stemig, Melissa S. – Educational Measurement: Issues and Practice, 2017
Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this…
Descriptors: College Entrance Examinations, Scaling, Grade Point Average, Differences
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Furtak, Erin Marie; Ruiz-Primo, Maria Araceli; Bakeman, Roger – Educational Measurement: Issues and Practice, 2017
Formative assessment is a classroom practice that has received much attention in recent years for its established potential at increasing student learning. A frequent analytic approach for determining the quality of formative assessment practices is to develop a coding scheme and determine frequencies with which the codes are observed; however,…
Descriptors: Sequential Approach, Formative Evaluation, Alternative Assessment, Incidence
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Lazowski, Rory A.; Barron, Kenneth E.; Kosovich, Jeff J.; Hulleman, Chris S. – Educational Measurement: Issues and Practice, 2016
In an article published in "Educational Measurement: Issues and Practice," Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be…
Descriptors: College Readiness, Measures (Individuals), Student Motivation, Validity
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Mattern, Krista; Allen, Jeff; Camara, Wayne – Educational Measurement: Issues and Practice, 2016
The findings of the Gaertner and McClarty article (2015) raised awareness on two extremely important topics related to college readiness: First, to effect change, we must measure students' progression towards college readiness throughout their K-12 career rather than just at the culmination of high school. Second, college readiness encompasses…
Descriptors: College Readiness, Middle School Students, Measures (Individuals), Progress Monitoring
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