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Showing 1 to 15 of 219 results Save | Export
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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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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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Kosh, Audra E.; Simpson, Mary Ann; Bickel, Lisa; Kellogg, Mark; Sanford-Moore, Ellie – Educational Measurement: Issues and Practice, 2019
Automatic item generation (AIG)--a means of leveraging technology to create large quantities of items--requires a minimum number of items to offset the sizable upfront investment (i.e., model development and technology deployment) in order to achieve cost savings. In this cost-benefit analysis, we estimated the cost of each step of AIG and manual…
Descriptors: Cost Effectiveness, Automation, Test Items, Mathematics Tests
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Camara, Wayne J.; Mattern, Krista; Croft, Michelle; Vispoel, Sara; Nichols, Paul – Educational Measurement: Issues and Practice, 2019
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…
Descriptors: College Entrance Examinations, Accountability, Scores, Academic Achievement
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Russell, Mike; Ludlow, Larry; O'Dwyer, Laura – Educational Measurement: Issues and Practice, 2019
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and…
Descriptors: Educational Testing, Specialists, Doctoral Programs, Program Evaluation
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Wright, Daniel B. – Educational Measurement: Issues and Practice, 2019
There is much discussion about and many policies to address achievement gaps in education among groups of students. The focus here is on a different gap and it is argued that it also should be of concern. Speed gaps are differences in how quickly different groups of students answer the questions on academic assessments. To investigate some speed…
Descriptors: Academic Achievement, Achievement Gap, Reaction Time, Educational Testing
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Marion, Scott; Domaleski, Chris – Educational Measurement: Issues and Practice, 2019
This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college-admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using…
Descriptors: College Entrance Examinations, High School Students, Test Use, Validity
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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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Shepard, L. A.; Penuel, W. R.; Pellegrino, J. W. – Educational Measurement: Issues and Practice, 2018
To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research-based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning--such as self-regulation, self-efficacy, sense of belonging, and…
Descriptors: Educational Assessment, Formative Evaluation, Grading, Learning Theories
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Wilson, Mark – Educational Measurement: Issues and Practice, 2018
This article is a written version of the Presidential Address I gave at the annual meeting of the National Council on Measurement in Education (NCME) in April 2017. It is a call to NCME members (and others who read this, of course) to rebalance their focus so that classroom assessments are seen as being at least as important as large-scale…
Descriptors: Educational Assessment, Student Evaluation, Alignment (Education), Educational Practices
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Gotch, Chad M.; Roduta Roberts, Mary – Educational Measurement: Issues and Practice, 2018
As the primary interface between test developers and multiple educational stakeholders, score reports are a critical component to the success (or failure) of any assessment program. The purpose of this review is to document recent research on individual-level score reporting to advance the research and practice of score reporting. We conducted a…
Descriptors: Scores, Models, Correlation, Stakeholders
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Liu, Ou Lydia – Educational Measurement: Issues and Practice, 2017
Student learning outcomes assessment has been increasingly used in U.S. higher education institutions over the last 10 years, partly fueled by the recommendation from the Spellings Commission that institutions need to demonstrate more direct evidence of student learning. To respond to the Commission's call, various accountability initiatives have…
Descriptors: College Outcomes Assessment, Accountability, Higher Education, Educational Improvement
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O'Leary, Timothy M.; Hattie, John A. C.; Griffin, Patrick – Educational Measurement: Issues and Practice, 2017
Validity is the most fundamental consideration in test development. Understandably, much time, effort, and money is spent in its pursuit. Central to the modern conception of validity are the interpretations made, and uses planned, on the basis of test scores. There is, unfortunately, however, evidence that test users have difficulty understanding…
Descriptors: Test Interpretation, Scores, Test Validity, Evidence
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Newton, Paul E. – Educational Measurement: Issues and Practice, 2017
The dominant narrative for assessment design seems to reflect a strong, albeit largely implicit undercurrent of purpose purism, which idealizes the principle that assessment design should be driven by a single assessment purpose. With a particular focus on achievement assessments, the present article questions the tenability of purpose purism,…
Descriptors: Evaluation Methods, Test Construction, Instructional Design, Decision Making
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Wise, Steven L. – Educational Measurement: Issues and Practice, 2017
The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple-choice items. In particular, very short response…
Descriptors: Guessing (Tests), Multiple Choice Tests, Test Items, Reaction Time
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