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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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Kosh, Audra E.; Greene, Jeffrey A.; Murphy, P. Karen; Burdick, Hal; Firetto, Carla M.; Elmore, Jeff – Educational Measurement: Issues and Practice, 2018
We explored the feasibility of using automated scoring to assess upper-elementary students' reading ability through analysis of transcripts of students' small-group discussions about texts. Participants included 35 fourth-grade students across two classrooms that engaged in a literacy intervention called Quality Talk. During the course of one…
Descriptors: Computer Assisted Testing, Small Group Instruction, Group Discussion, Student Evaluation
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Welsh, Megan E.; D'Agostino, Jerome V.; Kaniskan, Burcu – Educational Measurement: Issues and Practice, 2013
Standards-based progress reports (SBPRs) require teachers to grade students using the performance levels reported by state tests and are an increasingly popular report card format. They may help to increase teacher familiarity with state standards, encourage teachers to exclude nonacademic factors from grades, and/or improve communication with…
Descriptors: Grades (Scholastic), Grading, Report Cards, State Standards
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Ferrara, Steve; Svetina, Dubravka; Skucha, Sylvia; Davidson, Anne H. – Educational Measurement: Issues and Practice, 2011
Items on test score scales located at and below the Proficient cut score define the content area knowledge and skills required to achieve proficiency. Alternately, examinees who perform at the Proficient level on a test can be expected to be able to demonstrate that they have mastered most of the knowledge and skills represented by the items at…
Descriptors: Knowledge Level, Mathematics Tests, Program Effectiveness, Inferences
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Hollingshead, Lynne; Childs, Ruth A. – Educational Measurement: Issues and Practice, 2011
Large-scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard--that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is…
Descriptors: Cutting Scores, Educational Assessment, Grade 6, Comparative Analysis
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Hein, Serge F.; Skaggs, Gary – Educational Measurement: Issues and Practice, 2010
Increasingly, research has focused on the cognitive processes associated with various standard-setting activities. This qualitative study involved an examination of 16 third-grade reading teachers' experiences with the cognitive task of conceptualizing an entire classroom of hypothetical target students when the single-passage bookmark method or…
Descriptors: Focus Groups, Standard Setting, Interviews, Reading Teachers
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Solano-Flores, Guillermo; Li, Min – Educational Measurement: Issues and Practice, 2009
We addressed the challenge of scoring cognitive interviews in research involving multiple cultural groups. We interviewed 123 fourth- and fifth-grade students from three cultural groups to probe how they related a mathematics item to their personal lives. Item meaningfulness--the tendency of students to relate the content and/or context of an item…
Descriptors: Generalizability Theory, Scoring, Error of Measurement, Grade 5
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Kato, Kentaro; Moen, Ross E.; Thurlow, Martha L. – Educational Measurement: Issues and Practice, 2009
Large data sets from a state reading assessment for third and fifth graders were analyzed to examine differential item functioning (DIF), differential distractor functioning (DDF), and differential omission frequency (DOF) between students with particular categories of disabilities (speech/language impairments, learning disabilities, and emotional…
Descriptors: Learning Disabilities, Language Impairments, Behavior Disorders, Affective Behavior
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Andrade, Heidi L.; Du, Ying; Wang, Xiaolei – Educational Measurement: Issues and Practice, 2008
The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116).…
Descriptors: Elementary School Students, Models, Grade 3, Grade 4
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Norman, Rebecca L.; Buckendahl, Chad W. – Educational Measurement: Issues and Practice, 2008
Many educational testing programs report examinee performance at more than two levels of proficiency. Whether these assessments have the capacity to support these multiple inferences, though, is a topic that has not been widely discussed. This study proposes a method for evaluating the minimum number of measurement opportunities for reporting…
Descriptors: Testing Programs, Student Evaluation, Educational Testing, Mathematics Achievement
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Kopriva, Rebecca J.; Emick, Jessica E.; Hipolito-Delgado, Carlos Porfirio; Cameron, Catherine A. – Educational Measurement: Issues and Practice, 2007
Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving…
Descriptors: Second Language Learning, Student Needs, Testing Accommodations, English (Second Language)