This article discusses a particular type of concordance table and the potential for test score misuse that may result from employing such a table. The concordance that is discussed is typically created between scores on different, nonequatable versions of a test that share the same or close to the same test title. These concordance tables often…

Examined in this study were the effects of reducing anchor test length on student proficiency rates for 12 multiple-choice tests administered in an annual, large-scale, high-stakes assessment. The anchor tests contained 15 items, 10 items, or five items. Five content representative samples of items were drawn at each anchor test length from a…

This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that…

Using an argument-based approach to validation, this study examines the quality of teacher judgments in the context of a standards-based classroom assessment of English proficiency. Using Bachman's (2005) assessment use argument (AUA) as a framework for the investigation, this paper first articulates the claims, warrants, rebuttals, and backing…

High-stakes decisions for the instruction and assessment of English language learner (ELL) students are made based on the premise that ELL classification is a valid dichotomy that distinguishes between those who are proficient in the use of the English language and those who are not. However, recent research findings draw a vague picture of the…

Nambury S. Raju (1937-2005) developed two model-based indices for differential item functioning (DIF) during his prolific career in psychometrics. Both methods, Raju's area measures (Raju, 1988) and Raju's DFIT (Raju, van der Linden, & Fleer, 1995), are based on quantifying the gap between item characteristic functions (ICFs). This approach…

This article presents a model of assessment development integrating student characteristics with the conceptualization, design, and implementation of standardized achievement tests. The model extends the assessment triangle proposed by the National Research Council (Pellegrino, Chudowsky, & Glaser, 2001) to consider the needs of students with…

In this article we address the issue of consistency in standard setting in the context of an augmented state testing program. Information gained from the external NRT scores is used to help make an informed decision on the determination of cut scores on the state test. The consistency of cut scores on the CRT across grades is maintained by forcing…

The purpose of this study was to investigate the effect of reading a model written assignment, generating a list of criteria for the assignment, and self-assessing according to a rubric, as well as gender, time spent writing, prior rubric use, and previous achievement on elementary school students' scores for a written assignment (N = 116).…

In the current No Child Left Behind era, K-12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web-based instructional modules…

This study analyzed questionnaire and interview data on teachers' practices and perceptions with respect to test preparation. Questionnaire respondents were asked to rate the ethicality of various test-preparation practices and indicate the extent to which they utilize these practices in their instruction. On the basis of questionnaire results,…

We reviewed the five top-selling introductory assessment textbooks in both general and special education to identify topics contained in textbooks and to determine the extent of agreement among authors regarding the essentialness of topics within and across discipline. Content analysis across the 10 assessment textbooks yielded 73 topics related…

This paper describes a comprehensive model of alignment that provides a foundation for meaningful reporting of students' academic progress over time. The model includes both horizontal and vertical alignment as integral parts of the development of content standards, test blueprints, items, item pools, instruments, performance level descriptors,…

This study compared different stakeholders' perceived validity of various indicators of student learning used to judge the quality of students' academic performance. Data were gathered from the questionnaire responses of 314 educators in three states that have implemented comprehensive state-wide assessment programs with high-stakes consequences…

There is significant potential for error in long production processes that consist of sequential stages, each of which is heavily dependent on the previous stage, such as the SER (Scoring, Equating, and Reporting) process. Quality control procedures are required in order to monitor this process and to reduce the number of mistakes to a minimum. In…