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Biancarosa, Gina; Kennedy, Patrick C.; Carlson, Sarah E.; Yoon, HyeonJin; Seipel, Ben; Liu, Bowen; Davison, Mark L. – Educational and Psychological Measurement, 2019
Prior research suggests that subscores from a single achievement test seldom add value over a single total score. Such scores typically correspond to subcontent areas in the total content domain, but content subdomains might not provide a sound basis for subscores. Using scores on an inferential reading comprehension test from 625 third, fourth,…
Descriptors: Scores, Scoring, Achievement Tests, Grade 3
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Huggins-Manley, Anne Corinne – Educational and Psychological Measurement, 2017
This study defines subpopulation item parameter drift (SIPD) as a change in item parameters over time that is dependent on subpopulations of examinees, and hypothesizes that the presence of SIPD in anchor items is associated with bias and/or lack of invariance in three psychometric outcomes. Results show that SIPD in anchor items is associated…
Descriptors: Psychometrics, Test Items, Item Response Theory, Hypothesis Testing
Lockwood, J. R.; Castellano, Katherine E. – Educational and Psychological Measurement, 2017
Student Growth Percentiles (SGPs) increasingly are being used in the United States for inferences about student achievement growth and educator effectiveness. Emerging research has indicated that SGPs estimated from observed test scores have large measurement errors. As such, little is known about "true" SGPs, which are defined in terms…
Descriptors: Item Response Theory, Correlation, Student Characteristics, Academic Achievement
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Konstantopoulos, Spyros; Li, Wei; Miller, Shazia R.; van der Ploeg, Arie – Educational and Psychological Measurement, 2016
We use data from a large-scale experiment conducted in Indiana in 2009-2010 to examine the impact of two interim assessment programs (mCLASS and Acuity) across the mathematics and reading achievement distributions. Specifically, we focus on whether the use of interim assessments has a particularly strong effect on improving outcomes for low…
Descriptors: Educational Assessment, Mathematics Achievement, Reading Achievement, Regression (Statistics)
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Nezhnov, Peter; Kardanova, Elena; Vasilyeva, Marina; Ludlow, Larry – Educational and Psychological Measurement, 2015
The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was…
Descriptors: Knowledge Level, Mathematics, Cognitive Development, Vertical Organization
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Lin, Pei-Ying; Lin, Yu-Cheng – Educational and Psychological Measurement, 2014
This exploratory study investigated potential sources of setting accommodation resulting in differential item functioning (DIF) on math and reading assessments for examinees with varied learning characteristics. The examinees were those who participated in large-scale assessments and were tested in either standardized or accommodated testing…
Descriptors: Test Bias, Multivariate Analysis, Testing Accommodations, Mathematics Tests
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Huang, Hung-Yu; Wang, Wen-Chung – Educational and Psychological Measurement, 2014
In the social sciences, latent traits often have a hierarchical structure, and data can be sampled from multiple levels. Both hierarchical latent traits and multilevel data can occur simultaneously. In this study, we developed a general class of item response theory models to accommodate both hierarchical latent traits and multilevel data. The…
Descriptors: Item Response Theory, Hierarchical Linear Modeling, Computation, Test Reliability
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Pohl, Steffi; Gräfe, Linda; Rose, Norman – Educational and Psychological Measurement, 2014
Data from competence tests usually show a number of missing responses on test items due to both omitted and not-reached items. Different approaches for dealing with missing responses exist, and there are no clear guidelines on which of those to use. While classical approaches rely on an ignorable missing data mechanism, the most recently developed…
Descriptors: Test Items, Achievement Tests, Item Response Theory, Models
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Wyse, Adam E.; Bunch, Michael B.; Deville, Craig; Viger, Steven G. – Educational and Psychological Measurement, 2014
This article describes a novel variation of the Body of Work method that uses construct maps to overcome problems of transparency, rater inconsistency, and scores gaps commonly occurring with the Body of Work method. The Body of Work method with construct maps was implemented to set cut-scores for two separate K-12 assessment programs in a large…
Descriptors: Standard Setting (Scoring), Educational Assessment, Elementary Secondary Education, Measurement
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Williams, Ryan T.; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; Eno, Jared; van der Ploeg, Arie; Meyers, Coby – Educational and Psychological Measurement, 2014
This study operationalizes four measures of instructional differentiation: one for Grade 2 English language arts (ELA), one for Grade 2 mathematics, one for Grade 5 ELA, and one for Grade 5 mathematics. Our study evaluates their measurement properties of each measure in a large field experiment: the Indiana Diagnostic Assessment Tools Study, which…
Descriptors: Individualized Instruction, Grade 2, Grade 5, English Instruction
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Skinner, Ellen; Pitzer, Jennifer; Steele, Joel – Educational and Psychological Measurement, 2013
A study was designed to examine a multidimensional measure of children's coping in the academic domain as part of a larger model of motivational resilience. Using items tapping multiple ways of dealing with academic problems, including five adaptive ways (strategizing, help-seeking, comfort-seeking, self-encouragement, and commitment) and six…
Descriptors: Coping, Resilience (Psychology), Student Motivation, Student Adjustment
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Beretvas, S. Natasha; Cawthon, Stephanie W.; Lockhart, L. Leland; Kaye, Alyssa D. – Educational and Psychological Measurement, 2012
This pedagogical article is intended to explain the similarities and differences between the parameterizations of two multilevel measurement model (MMM) frameworks. The conventional two-level MMM that includes item indicators and models item scores (Level 1) clustered within examinees (Level 2) and the two-level cross-classified MMM (in which item…
Descriptors: Test Bias, Comparative Analysis, Test Items, Difficulty Level
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Finkelman, Matthew; Darby, Mark; Nering, Michael – Educational and Psychological Measurement, 2009
Many tests classify each examinee into one of multiple performance levels on the basis of a combination of multiple-choice (MC) and constructed-response (CR) items. This study introduces a two-stage scoring method that identifies examinees whose MC scores place them near a cut point, advising scorers on which examinees will be most affected by…
Descriptors: Classification, Scoring, Multiple Choice Tests, Responses