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Jonson, Jessica L.; Trantham, Pamela; Usher-Tate, Betty Jean – Educational Measurement: Issues and Practice, 2019
One of the substantive changes in the 2014 Standards for Educational and Psychological Testing was the elevation of fairness in testing as a foundational element of practice in addition to validity and reliability. Previous research indicates that testing practices often do not align with professional standards and guidelines. Therefore, to raise…
Descriptors: Culture Fair Tests, Test Validity, Test Reliability, Intelligence Tests
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Sinharay, Sandip – Educational Measurement: Issues and Practice, 2019
Test score users often demand the reporting of subscores due to their potential diagnostic, remedial, and instructional benefits. Therefore, there is substantial pressure on testing programs to report subscores. However, professional standards require that subscores have to satisfy minimum quality standards before they can be reported. In this…
Descriptors: Testing, Scores, Item Response Theory, Evaluation Methods
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Harris, Christopher J.; Krajcik, Joseph S.; Pellegrino, James W.; DeBarger, Angela Haydel – Educational Measurement: Issues and Practice, 2019
Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students'…
Descriptors: Measurement, Learning Processes, Standards, Science Education
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Koretz, D.; Langi, M. – Educational Measurement: Issues and Practice, 2018
Most studies predicting college performance from high-school grade point average (HSGPA) and college admissions test scores use single-level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used…
Descriptors: Prediction, High School Students, Grade Point Average, Scores
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Clark, A. K.; Nash, B.; Karvonen, M.; Kingston, N. – Educational Measurement: Issues and Practice, 2017
The purpose of this study was to develop a standard-setting method appropriate for use with a diagnostic assessment that produces profiles of student mastery rather than a single raw or scale score value. The condensed mastery profile method draws from established holistic standard-setting methods to use rounds of range finding and pinpointing to…
Descriptors: Diagnostic Tests, Standard Setting (Scoring), Cutting Scores, Performance
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Anderson, Daniel; Irvin, Shawn; Alonzo, Julie; Tindal, Gerald A. – Educational Measurement: Issues and Practice, 2015
The alignment of test items to content standards is critical to the validity of decisions made from standards-based tests. Generally, alignment is determined based on judgments made by a panel of content experts with either ratings averaged or via a consensus reached through discussion. When the pool of items to be reviewed is large, or the…
Descriptors: Test Items, Alignment (Education), Standards, Online Systems
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Plake, Barbara S.; Wise, Lauress L. – Educational Measurement: Issues and Practice, 2014
With the 2014 publication of the 5th revision of the "Standards for Educational and Psychological Testing," the cochairs of the Joint Committee for the revision process were asked to consider the role and importance of the "Standards" for the educational testing community, and in particular for members of the National Council…
Descriptors: Standards, Educational Testing, Psychological Testing, Role
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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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Brookhart, Susan M. – Educational Measurement: Issues and Practice, 2011
The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…
Descriptors: Standards, Teacher Competencies, Educational Assessment, Teacher Characteristics
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Polikoff, Morgan S. – Educational Measurement: Issues and Practice, 2010
Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the…
Descriptors: Federal Legislation, Psychometrics, Accountability, Teaching Methods
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Geisinger, Kurt F.; McCormick, Carina M. – Educational Measurement: Issues and Practice, 2010
Standard-setting studies utilizing procedures such as the Bookmark or Angoff methods are just one component of the complete standard-setting process. Decision makers ultimately must determine what they believe to be the most appropriate standard or cut score to use, employing the input of the standard-setting panelists as one piece of information…
Descriptors: Standard Setting (Scoring), Measurement, Cutting Scores, Educational Policy
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Wise, Lauress L. – Educational Measurement: Issues and Practice, 2006
Uses and consequences of educational testing have increased dramatically in recent years. Professional standards to ensure fair treatment of all affected by test results are more important than ever, but standards for developing and using educational tests are only helpful if they are followed. Test developers and users each have a role to play in…
Descriptors: Educational Testing, Standards, Accountability, Cooperation
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Linn, Robert L. – Educational Measurement: Issues and Practice, 2006
The question of what it means to follow the "Standards" is discussed. It is argued that the "Standards" consists of statements of general principles, and that interpretation for specific applications requires professional judgment. As a result, disagreements among professionals on the applicability of particular standards to specific situations…
Descriptors: Standards, Accountability, Educational Testing, Context Effect
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Harris, William G. – Educational Measurement: Issues and Practice, 2006
Some of the challenges that test publishers face in constructing educational assessments that meet high technical quality as prescribed in the "Standards for Educational and Psychological Testing" (AERA, APA, NCME, 1999) are examined. Federal educational initiatives are used to illustrate demands on technical quality that challenge the efforts of…
Descriptors: Standards, Educational Testing, Psychological Testing, Educational Assessment
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Sireci, Stephen G.; Parker, Polly – Educational Measurement: Issues and Practice, 2006
The psychometric literature is replete with comprehensive discussions of test validity, test validation, and the characteristics of quality assessment programs. The most authoritative source for guidance regarding sound test development and evaluation practices is the Standards for Educational and Psychological Testing. However, the Standards are…
Descriptors: Psychometrics, Test Validity, Educational Testing, Psychological Testing
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