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Lazowski, Rory A.; Barron, Kenneth E.; Kosovich, Jeff J.; Hulleman, Chris S. – Educational Measurement: Issues and Practice, 2016
In an article published in "Educational Measurement: Issues and Practice," Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be…
Descriptors: College Readiness, Measures (Individuals), Student Motivation, Validity
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Lane, David; Oswald, Frederick L. – Educational Measurement: Issues and Practice, 2016
The educational literature, the popular press, and educated laypeople have all echoed a conclusion from the book "Academically Adrift" by Richard Arum and Josipa Roksa (which has now become received wisdom), namely, that 45% of college students showed no significant gains in critical thinking skills. Similar results were reported by…
Descriptors: College Students, Critical Thinking, Thinking Skills, Statistical Analysis
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Sinharay, Sandip – Educational Measurement: Issues and Practice, 2016
Data mining methods for classification and regression are becoming increasingly popular in various scientific fields. However, these methods have not been explored much in educational measurement. This module first provides a review, which should be accessible to a wide audience in education measurement, of some of these methods. The module then…
Descriptors: Data Collection, Information Retrieval, Classification, Regression (Statistics)
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Embretson, Susan E. – Educational Measurement: Issues and Practice, 2016
Examinees' thinking processes have become an increasingly important concern in testing. The responses processes aspect is a major component of validity, and contemporary tests increasingly involve specifications about the cognitive complexity of examinees' response processes. Yet, empirical research findings on examinees' cognitive processes are…
Descriptors: Testing, Cognitive Processes, Test Construction, Test Items
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Mattern, Krista; Allen, Jeff; Camara, Wayne – Educational Measurement: Issues and Practice, 2016
The findings of the Gaertner and McClarty article (2015) raised awareness on two extremely important topics related to college readiness: First, to effect change, we must measure students' progression towards college readiness throughout their K-12 career rather than just at the culmination of high school. Second, college readiness encompasses…
Descriptors: College Readiness, Middle School Students, Measures (Individuals), Progress Monitoring
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Gaertner, Matthew N.; McClarty, Katie Larsen – Educational Measurement: Issues and Practice, 2016
This rejoinder provides a reply to comments on a middle school college readiness index, which was devised to generate earlier and more nuanced readiness diagnoses to K-12 students. Issues of reliability and validity (including construct underrepresentation and construct-irrelevant variance) are discussed in detail. In addition, comments from…
Descriptors: Middle School Students, College Readiness, Measures (Individuals), Reliability
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Feinberg, Richard A.; Rubright, Jonathan D. – Educational Measurement: Issues and Practice, 2016
Simulation studies are fundamental to psychometric discourse and play a crucial role in operational and academic research. Yet, resources for psychometricians interested in conducting simulations are scarce. This Instructional Topics in Educational Measurement Series (ITEMS) module is meant to address this deficiency by providing a comprehensive…
Descriptors: Simulation, Psychometrics, Vocabulary, Research Design
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Wolf, Mikyung Kim; Faulkner-Bond, Molly – Educational Measurement: Issues and Practice, 2016
States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the…
Descriptors: High Stakes Tests, Language Proficiency, Hierarchical Linear Modeling, Scores
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Clauser, Amanda L.; Wainer, Howard – Educational Measurement: Issues and Practice, 2016
It is widely accepted dogma that consequential decisions are better made with multiple measures, because using but a single one is thought more likely to be laden with biases and errors that can be better controlled with a wider source of evidence for making judgments. Unfortunately, advocates of using multiple measures too rarely provide detailed…
Descriptors: Tests, Examiners, College Entrance Examinations, Measurement
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Kostal, Jack W.; Kuncel, Nathan R.; Sackett, Paul R. – Educational Measurement: Issues and Practice, 2016
Grade inflation threatens the integrity of college grades as indicators of academic achievement. In this study, we contribute to the literature on grade inflation by providing the first estimate of the size of grade increases at the student level between the mid-1990s and mid-2000s. By controlling for student characteristics and course-taking…
Descriptors: Grade Inflation, Grades (Scholastic), Achievement Gains, Achievement Rating
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Cho, Sun-Joo; Suh, Youngsuk; Lee, Woo-yeol – Educational Measurement: Issues and Practice, 2016
The purpose of this ITEMS module is to provide an introduction to differential item functioning (DIF) analysis using mixture item response models. The mixture item response models for DIF analysis involve comparing item profiles across latent groups, instead of manifest groups. First, an overview of DIF analysis based on latent groups, called…
Descriptors: Test Bias, Research Methodology, Evaluation Methods, Models
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Qian, Hong; Staniewska, Dorota; Reckase, Mark; Woo, Ada – Educational Measurement: Issues and Practice, 2016
This article addresses the issue of how to detect item preknowledge using item response time data in two computer-based large-scale licensure examinations. Item preknowledge is indicated by an unexpected short response time and a correct response. Two samples were used for detecting item preknowledge for each examination. The first sample was from…
Descriptors: Reaction Time, Licensing Examinations (Professions), Computer Assisted Testing, Prior Learning
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Higdem, Jana L.; Kostal, Jack W.; Kuncel, Nathan R.; Sackett, Paul R.; Shen, Winny; Beatty, Adam S.; Kiger, Thomas B. – Educational Measurement: Issues and Practice, 2016
Recent research has shown that admissions tests retain the vast majority of their predictive power after controlling for socioeconomic status (SES), and that SES provides only a slight increment over SAT and high school grades (high school grade point average [HSGPA]) in predicting academic performance. To address the possibility that these…
Descriptors: Socioeconomic Status, Gender Differences, Racial Differences, Grade Point Average
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Margolis, Melissa J.; Mee, Janet; Clauser, Brian E.; Winward, Marcia; Clauser, Jerome C. – Educational Measurement: Issues and Practice, 2016
Evidence to support the credibility of standard setting procedures is a critical part of the validity argument for decisions made based on tests that are used for classification. One area in which there has been limited empirical study is the impact of standard setting judge selection on the resulting cut score. One important issue related to…
Descriptors: Academic Standards, Standard Setting (Scoring), Cutting Scores, Credibility
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Davenport, Ernest C.; Davison, Mark L.; Liou, Pey-Yan; Love, Quintin U. – Educational Measurement: Issues and Practice, 2016
The main points of Sijtsma and Green and Yang in Educational Measurement: Issues and Practice (34, 4) are that reliability, internal consistency, and unidimensionality are distinct and that Cronbach's alpha may be problematic. Neither of these assertions are at odds with Davenport, Davison, Liou, and Love in the same issue. However, many authors…
Descriptors: Educational Assessment, Reliability, Validity, Test Construction
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