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Mikeska, Jamie N.; Howell, Heather; Straub, Carrie – International Journal of Testing, 2019
The demand for assessments of competencies that require complex human interaction is steadily growing as we move toward a focus on twenty-first century skills. As assessment designers aim to address this demand, we argue for the importance of a common language to understand and attend to the key challenges implicated in designing task situations…
Descriptors: Teacher Competencies, Performance Based Assessment, Simulated Environment, Teacher Evaluation
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Andrews-Todd, Jessica; Kerr, Deirdre – International Journal of Testing, 2019
Collaborative problem solving (CPS) has been deemed a critical twenty-first century competency for a variety of contexts. However, less attention has been given to work aimed at the assessment and acquisition of such capabilities. Recently large scale efforts have been devoted toward assessing CPS skills, but there are no agreed upon guiding…
Descriptors: Cooperative Learning, Problem Solving, Student Evaluation, Evidence Based Practice
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Snow, Eric; Rutstein, Daisy; Basu, Satabdi; Bienkowski, Marie; Everson, Howard T. – International Journal of Testing, 2019
Computational thinking is a core skill in computer science that has become a focus of instruction in primary and secondary education worldwide. Since 2010, researchers have leveraged Evidence-Centered Design (ECD) methods to develop measures of students' Computational Thinking (CT) practices. This article describes how ECD was used to develop CT…
Descriptors: Evidence Based Practice, Test Construction, Computation, Cognitive Tests
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Zlatkin-Troitschanskaia, Olga; Kuhn, Christiane; Brückner, Sebastian; Leighton, Jacqueline P. – International Journal of Testing, 2019
Teaching performance can be assessed validly only if the assessment involves an appropriate, authentic representation of real-life teaching practices. Different skills interact in coordinating teachers' actions in different classroom situations. Based on the evidence-centered design model, we developed a technology-based assessment framework that…
Descriptors: Computer Assisted Testing, Teacher Effectiveness, Teaching Skills, Reflection
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Bechard, Sue; Clark, Amy; Swinburne Romine, Russell; Karvonen, Meagan; Kingston, Neal; Erickson, Karen – International Journal of Testing, 2019
Evidence-based approaches to assessment design, development, and administration provide a strong foundation for an assessment's validity argument but can be time consuming, resource intensive, and complex to implement. This article describes an evidence-based approach used for one assessment that addresses these challenges. Evidence-centered…
Descriptors: Evidence Based Practice, Test Construction, Test Validity, Measurement
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Luo, Xiao; Wang, Xinrui – International Journal of Testing, 2019
This study introduced dynamic multistage testing (dy-MST) as an improvement to existing adaptive testing methods. dy-MST combines the advantages of computerized adaptive testing (CAT) and computerized adaptive multistage testing (ca-MST) to create a highly efficient and regulated adaptive testing method. In the test construction phase, multistage…
Descriptors: Adaptive Testing, Computer Assisted Testing, Test Construction, Psychometrics
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Wang, Xi; Liu, Yang; Robin, Frederic; Guo, Hongwen – International Journal of Testing, 2019
In an on-demand testing program, some items are repeatedly used across test administrations. This poses a risk to test security. In this study, we considered a scenario wherein a test was divided into two subsets: one consisting of secure items and the other consisting of possibly compromised items. In a simulation study of multistage adaptive…
Descriptors: Identification, Methods, Test Items, Cheating
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Oliveri, María Elena; Lawless, René; Mislevy, Robert J. – International Journal of Testing, 2019
Collaborative problem solving (CPS) ranks among the top five most critical skills necessary for college graduates to meet workforce demands (Hart Research Associates, 2015). It is also deemed a critical skill for educational success (Beaver, 2013). It thus deserves more prominence in the suite of courses and subjects assessed in K-16. Such…
Descriptors: Cooperation, Problem Solving, Evidence Based Practice, 21st Century Skills
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Kim, Kyung Yong; Lim, Euijin; Lee, Won-Chan – International Journal of Testing, 2019
For passage-based tests, items that belong to a common passage often violate the local independence assumption of unidimensional item response theory (UIRT). In this case, ignoring local item dependence (LID) and estimating item parameters using a UIRT model could be problematic because doing so might result in inaccurate parameter estimates,…
Descriptors: Item Response Theory, Equated Scores, Test Items, Models
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Huggins-Manley, Anne Corinne; Qiu, Yuxi; Penfield, Randall D. – International Journal of Testing, 2018
Score equity assessment (SEA) refers to an examination of population invariance of equating across two or more subpopulations of test examinees. Previous SEA studies have shown that score equity may be present for examinees scoring at particular test score ranges but absent for examinees scoring at other score ranges. No studies to date have…
Descriptors: Equated Scores, Test Bias, Test Items, Difficulty Level
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Wind, Stefanie A.; Wolfe, Edward W.; Engelhard, George, Jr.; Foltz, Peter; Rosenstein, Mark – International Journal of Testing, 2018
Automated essay scoring engines (AESEs) are becoming increasingly popular as an efficient method for performance assessments in writing, including many language assessments that are used worldwide. Before they can be used operationally, AESEs must be "trained" using machine-learning techniques that incorporate human ratings. However, the…
Descriptors: Computer Assisted Testing, Essay Tests, Writing Evaluation, Scoring
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Tsaousis, Ioannis; Sideridis, Georgios; Al-Saawi, Fahad – International Journal of Testing, 2018
The aim of the present study was to examine Differential Distractor Functioning (DDF) as a means of improving the quality of a measure through understanding biased responses across groups. A DDF analysis could shed light on the potential sources of construct-irrelevant variance by examining whether the differential selection of incorrect choices…
Descriptors: Foreign Countries, College Entrance Examinations, Test Bias, Chemistry
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Sen, Sedat – International Journal of Testing, 2018
Recent research has shown that over-extraction of latent classes can be observed in the Bayesian estimation of the mixed Rasch model when the distribution of ability is non-normal. This study examined the effect of non-normal ability distributions on the number of latent classes in the mixed Rasch model when estimated with maximum likelihood…
Descriptors: Item Response Theory, Comparative Analysis, Computation, Maximum Likelihood Statistics
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Cao, Mengyang; Song, Q. Chelsea; Tay, Louis – International Journal of Testing, 2018
There is a growing use of noncognitive assessments around the world, and recent research has posited an ideal point response process underlying such measures. A critical issue is whether the typical use of dominance approaches (e.g., average scores, factor analysis, and the Samejima's graded response model) in scoring such measures is adequate.…
Descriptors: Comparative Analysis, Item Response Theory, Factor Analysis, Models
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International Journal of Testing, 2018
The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development…
Descriptors: Translation, Test Construction, Testing, Scoring
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