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Banks, Kathleen – Educational Measurement: Issues and Practice, 2013
The purpose of this article was to present a synthesis of the peer-reviewed differential bundle functioning (DBF) research that has been conducted to date. A total of 16 studies were synthesized according to the following characteristics: tests used and learner groups, organizing principles used for developing bundles, DBF detection methods used,…
Descriptors: Test Bias, Research, Tests, Student Characteristics
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Liu, Jinghua; Dorans, Neil J. – Educational Measurement: Issues and Practice, 2013
We make a distinction between two types of test changes: inevitable deviations from specifications versus planned modifications of specifications. We describe how score equity assessment (SEA) can be used as a tool to assess a critical aspect of construct continuity, the equivalence of scores, whenever planned changes are introduced to testing…
Descriptors: Tests, Test Construction, Test Format, Change
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Cui, Ying; Roberts, Mary Roduta – Educational Measurement: Issues and Practice, 2013
The goal of this study was to investigate the usefulness of person-fit analysis in validating student score inferences in a cognitive diagnostic assessment. In this study, a two-stage procedure was used to evaluate person fit for a diagnostic test in the domain of statistical hypothesis testing. In the first stage, the person-fit statistic, the…
Descriptors: Scores, Validity, Cognitive Tests, Diagnostic Tests
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Arffman, Inga – Educational Measurement: Issues and Practice, 2013
The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the…
Descriptors: Achievement Tests, Translation, Testing Problems, Test Construction
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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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Tiffin-Richards, Simon P.; Pant, Hans Anand; Koller, Olaf – Educational Measurement: Issues and Practice, 2013
Cut-scores were set by expert judges on assessments of reading and listening comprehension of English as a foreign language (EFL), using the bookmark standard-setting method to differentiate proficiency levels defined by the Common European Framework of Reference (CEFR). Assessments contained stratified item samples drawn from extensive item…
Descriptors: Foreign Countries, English (Second Language), Language Tests, Standard Setting (Scoring)
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Kingston, Neal M.; Anderson, Gretchen – Educational Measurement: Issues and Practice, 2013
Scores on state standards-based assessments are readily available and may be an appropriate alternative to traditional placement tests for assigning or accepting students into particular courses. Many community colleges do not require test scores for admissions purposes but do require some kind of placement scores for first-year English and math…
Descriptors: Dual Enrollment, Student Placement, High School Students, Scores
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Williamson, David M.; Xi, Xiaoming; Breyer, F. Jay – Educational Measurement: Issues and Practice, 2012
A framework for evaluation and use of automated scoring of constructed-response tasks is provided that entails both evaluation of automated scoring as well as guidelines for implementation and maintenance in the context of constantly evolving technologies. Consideration of validity issues and challenges associated with automated scoring are…
Descriptors: Automation, Scoring, Evaluation, Guidelines
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Huggins, Anne C.; Penfield, Randall D. – Educational Measurement: Issues and Practice, 2012
A goal for any linking or equating of two or more tests is that the linking function be invariant to the population used in conducting the linking or equating. Violations of population invariance in linking and equating jeopardize the fairness and validity of test scores, and pose particular problems for test-based accountability programs that…
Descriptors: Equated Scores, Tests, Test Bias, Validity
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Suto, Irenka – Educational Measurement: Issues and Practice, 2012
Internationally, many assessment systems rely predominantly on human raters to score examinations. Arguably, this facilitates the assessment of multiple sophisticated educational constructs, strengthening assessment validity. It can introduce subjectivity into the scoring process, however, engendering threats to accuracy. The present objectives…
Descriptors: Evaluation Methods, Scoring, Qualitative Research, Protocol Analysis
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Wolfe, Edward W.; McVay, Aaron – Educational Measurement: Issues and Practice, 2012
Historically, research focusing on rater characteristics and rating contexts that enable the assignment of accurate ratings and research focusing on statistical indicators of accurate ratings has been conducted by separate communities of researchers. This study demonstrates how existing latent trait modeling procedures can identify groups of…
Descriptors: Researchers, Research, Correlation, Test Bias
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Myford, Carol M. – Educational Measurement: Issues and Practice, 2012
Over the last several decades, researchers have studied many and varied aspects of rater cognition. Those interested in pursuing basic research have focused on gaining an understanding of raters' thought processes as they score different types of performances and products, striving to understand how raters' mental representations and the cognitive…
Descriptors: Evidence, Validity, Cognitive Processes, Models
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Bejar, Issac I. – Educational Measurement: Issues and Practice, 2012
The scoring process is critical in the validation of tests that rely on constructed responses. Documenting that readers carry out the scoring in ways consistent with the construct and measurement goals is an important aspect of score validity. In this article, rater cognition is approached as a source of support for a validity argument for scores…
Descriptors: Scores, Inferences, Validity, Scoring
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Pommerich, Mary – Educational Measurement: Issues and Practice, 2012
Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought-provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces…
Descriptors: Testing, Scores, Measurement, Test Construction
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Educational Measurement: Issues and Practice, 2012
This article profiles the candidates for the 2012 NCME election of board of directors. This includes the candidates for the office of the vice president and positions representing testing organizations and members at-large.
Descriptors: Biographies, Profiles, Board Candidates, National Organizations
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