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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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Mattern, Krista; Radunzel, Justine; Bertling, Maria; Ho, Andrew D. – Educational Measurement: Issues and Practice, 2018
The percentage of students retaking college admissions tests is rising. Researchers and college admissions offices currently use a variety of methods for summarizing these multiple scores. Testing organizations such as ACT and the College Board, interested in validity evidence like correlations with first-year grade point average (FYGPA), often…
Descriptors: College Admission, Scores, Correlation, College Entrance Examinations
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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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Yocarini, Iris E.; Bouwmeester, Samantha; Smeets, Guus; Arends, Lidia R. – Educational Measurement: Issues and Practice, 2018
This real-data-guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance,…
Descriptors: Comparative Analysis, Decision Making, Accuracy, Higher Education
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Luecht, Richard; Ackerman, Terry A. – Educational Measurement: Issues and Practice, 2018
Simulation studies are extremely common in the item response theory (IRT) research literature. This article presents a didactic discussion of "truth" and "error" in IRT-based simulation studies. We ultimately recommend that future research focus less on the simple recovery of parameters from a convenient generating IRT model,…
Descriptors: Item Response Theory, Simulation, Ethics, Error of Measurement
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Camilli, Gregory; Kim, Sunhee – Educational Measurement: Issues and Practice, 2018
The trend in mathematics achievement from preschool to kindergarten is studied with a longitudinal growth item response theory model. The three measurement occasions included the spring of preschool and the spring and fall of kindergarten. The growth trend was nonlinear, with a steep drop between spring of preschool and fall of kindergarten. The…
Descriptors: Longitudinal Studies, Mathematics Education, Early Childhood Education, Mathematics Achievement
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Rubright, Jonathan D. – Educational Measurement: Issues and Practice, 2018
Performance assessments, scenario-based tasks, and other groups of items carry a risk of violating the local item independence assumption made by unidimensional item response theory (IRT) models. Previous studies have identified negative impacts of ignoring such violations, most notably inflated reliability estimates. Still, the influence of this…
Descriptors: Performance Based Assessment, Item Response Theory, Models, Test Reliability
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Traynor, A.; Merzdorf, H. E. – Educational Measurement: Issues and Practice, 2018
During the development of large-scale curricular achievement tests, recruited panels of independent subject-matter experts use systematic judgmental methods--often collectively labeled "alignment" methods--to rate the correspondence between a given test's items and the objective statements in a particular curricular standards document.…
Descriptors: Achievement Tests, Expertise, Alignment (Education), Test Items
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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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Wind, Stefanie A. – Educational Measurement: Issues and Practice, 2017
Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to item response theory (IRT) that can be used to evaluate fundamental measurement properties with less strict assumptions than parametric IRT models. This instructional module provides an introduction to MSA as a probabilistic-nonparametric framework in which to explore…
Descriptors: Probability, Nonparametric Statistics, Item Response Theory, Scaling
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Shu, Siwen; Kuncel, Nathan R.; Sackett, Paul R. – Educational Measurement: Issues and Practice, 2017
Extensive research has examined the validity and fairness of standardized tests in academic admissions. However, due to their underrepresentation in higher education, American Indians have gained much less attention in this research. In the present study, we examined for American Indian students (1) group differences on SAT scores, (2) the…
Descriptors: American Indian Students, College Admission, College Entrance Examinations, Academic Achievement
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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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