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Showing 91 to 105 of 694 results Save | Export
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Gierl, Mark J.; Lai, Hollis – Educational Measurement: Issues and Practice, 2016
Testing organization needs large numbers of high-quality items due to the proliferation of alternative test administration methods and modern test designs. But the current demand for items far exceeds the supply. Test items, as they are currently written, evoke a process that is both time-consuming and expensive because each item is written,…
Descriptors: Test Items, Test Construction, Psychometrics, Models
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Bridgeman, Brent – Educational Measurement: Issues and Practice, 2016
Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…
Descriptors: Multiple Choice Tests, Scores, Standardized Tests, Comparative Analysis
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Andrich, David – Educational Measurement: Issues and Practice, 2016
Since Cronbach's (1951) elaboration of a from its introduction by Guttman (1945), this coefficient has become ubiquitous in characterizing assessment instruments in education, psychology, and other social sciences. Also ubiquitous are caveats on the calculation and interpretation of this coefficient. This article summarizes a recent contribution…
Descriptors: Computation, Correlation, Test Theory, Measures (Individuals)
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Yu, Martin C.; Sackett, Paul R.; Kuncel, Nathan R. – Educational Measurement: Issues and Practice, 2016
The prevalence of homeschooling in the United States is increasing. Yet little is known about how commonly used predictors of postsecondary academic performance (SAT, high school grade point average [HSGPA]) perform for homeschooled students. Postsecondary performance at 140 colleges and universities was analyzed comparing a sample of traditional…
Descriptors: Predictor Variables, Academic Achievement, College Students, Home Schooling
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Shang, Yi; VanIwaarden, Adam; Betebenner, Damian W. – Educational Measurement: Issues and Practice, 2015
In this study, we examined the impact of covariate measurement error (ME) on the estimation of quantile regression and student growth percentiles (SGPs), and find that SGPs tend to be overestimated among students with higher prior achievement and underestimated among those with lower prior achievement, a problem we describe as ME endogeneity in…
Descriptors: Error of Measurement, Regression (Statistics), Achievement Gains, Students
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Feinberg, Richard A.; Raymond, Mark R.; Haist, Steven A. – Educational Measurement: Issues and Practice, 2015
To mitigate security concerns and unfair score gains, credentialing programs routinely administer new test material to examinees retesting after an initial failing attempt. Counterintuitively, a small but growing body of recent research suggests that repeating the identical form does not create an unfair advantage. This study builds upon and…
Descriptors: Licensing Examinations (Professions), Repetition, Testing, Responses
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McCaffrey, Daniel F.; Castellano, Katherine E.; Lockwood, J. R. – Educational Measurement: Issues and Practice, 2015
Student growth percentiles (SGPs) express students' current observed scores as percentile ranks in the distribution of scores among students with the same prior-year scores. A common concern about SGPs at the student level, and mean or median SGPs (MGPs) at the aggregate level, is potential bias due to test measurement error (ME). Shang,…
Descriptors: Error of Measurement, Accuracy, Achievement Gains, Students
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Ames, Allison J.; Penfield, Randall D. – Educational Measurement: Issues and Practice, 2015
Drawing valid inferences from item response theory (IRT) models is contingent upon a good fit of the data to the model. Violations of model-data fit have numerous consequences, limiting the usefulness and applicability of the model. This instructional module provides an overview of methods used for evaluating the fit of IRT models. Upon completing…
Descriptors: Item Response Theory, Goodness of Fit, Models, Evaluation Methods
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Buzick, Heather M.; Jones, Nathan D. – Educational Measurement: Issues and Practice, 2015
Much of the recent focus of educational policymakers has been on improving the measurement of teacher effectiveness. Linking student growth to teacher effects has been a large part of reform efforts. To date, neither researchers nor practitioners have arrived at a consensus on how to treat test scores from students with disabilities in…
Descriptors: Teacher Evaluation, Scores, Disabilities, Teacher Effectiveness
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van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, Klaas – Educational Measurement: Issues and Practice, 2015
This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts…
Descriptors: Teacher Evaluation, Measures (Individuals), Formative Evaluation, Student Evaluation of Teacher Performance
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Sinharay, Sandip; Haberman, Shelby; Boughton, Keith – Educational Measurement: Issues and Practice, 2015
Feinberg and Wainer (2014) provided a simple equation to approximate/predict a subscore's value. The purpose of this note is to point out that their equation is often inaccurate in that it does not always predict a subscore's value correctly. Therefore, the utility of their simple equation is not clear.
Descriptors: Equations (Mathematics), Scores, Prediction, Accuracy
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Polikoff, Morgan S.; Zhou, Nan; Campbell, Shauna E. – Educational Measurement: Issues and Practice, 2015
With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has…
Descriptors: State Standards, Academic Standards, Content Analysis, Textbook Evaluation
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Wyse, Adam E. – Educational Measurement: Issues and Practice, 2015
This article uses data from a large-scale assessment program to illustrate the potential issue of range restriction with the Bookmark method in the context of trying to set cut scores to closely align with a set of college and career readiness benchmarks. Analyses indicated that range restriction issues existed across different response…
Descriptors: Cutting Scores, Alignment (Education), College Readiness, Career Readiness
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McCaffrey, Daniel F.; Yuan, Kun; Savitsky, Terrance D.; Lockwood, J. R.; Edelen, Maria O. – Educational Measurement: Issues and Practice, 2015
We examine the factor structure of scores from the CLASS-S protocol obtained from observations of middle school classroom teaching. Factor analysis has been used to support both interpretations of scores from classroom observation protocols, like CLASS-S, and the theories about teaching that underlie them. However, classroom observations contain…
Descriptors: Factor Structure, Multivariate Analysis, Scores, Factor Analysis
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Gaertner, Matthew N.; McClarty, Katie Larsen – Educational Measurement: Issues and Practice, 2015
Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college-readiness information is typically conveyed late in a student's high-school career, and tends to focus solely on academic…
Descriptors: College Readiness, Progress Monitoring, Middle School Students, Longitudinal Studies
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