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Adelson, Jill L. – Practical Assessment, Research & Evaluation, 2013
Often it is infeasible or unethical to use random assignment in educational settings to study important constructs and questions. Hence, educational research often uses observational data, such as large-scale secondary data sets and state and school district data, and quasi-experimental designs. One method of reducing selection bias in estimations…
Descriptors: Educational Research, Data, Statistical Bias, Probability
Dadey, Nathan; Briggs, Derek C. – Practical Assessment, Research & Evaluation, 2012
A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns common in…
Descriptors: Meta Analysis, Scaling, Effect Size, Reading Tests
Schafer, William D.; Lissitz, Robert W.; Zhu, Xiaoshu; Zhang, Yuan; Hou, Xiaodong; Li, Ying – Practical Assessment, Research & Evaluation, 2012
Interest in Student Growth Modeling (SGM) and Value Added Modeling (VAM) arises from educators concerned with measuring the effectiveness of teaching and other school activities through changes in student performance as a companion and perhaps even an alternative to status. Several formal statistical models have been proposed for year-to-year…
Descriptors: Teacher Evaluation, Teacher Effectiveness, School Effectiveness, Academic Achievement
Schafer, William D.; Hou, Xiaodong – Practical Assessment, Research & Evaluation, 2011
This study discusses and presents an example of a use of spline functions to establish and report test scores using a moderated system of any number of cut scores. Our main goals include studying the need for and establishing moderated standards and creating a reporting scale that is referenced to all the standards. Our secondary goals are to make…
Descriptors: Cutting Scores, Standard Setting (Scoring), Achievement Tests, National Competency Tests
Schafer, William D.; Coverdale, Bradley J.; Luxenberg, Harlan; Jin, Ying – Practical Assessment, Research & Evaluation, 2011
There are relatively few examples of quantitative approaches to quality control in educational assessment and accountability contexts. Among the several techniques that are used in other fields, Shewart charts have been found in a few instances to be applicable in educational settings. This paper describes Shewart charts and gives examples of how…
Descriptors: Charts, Quality Control, Educational Assessment, Statistical Analysis
Hitchcock, John H.; Kurki, Anja; Wilkins, Chuck; Dimino, Joseph; Gersten, Russell – Practical Assessment, Research & Evaluation, 2009
When attempting to determine if an intervention has a causal impact, the "gold standard" of program evaluation is the randomized controlled trial (RCT). In education studies random assignment is rarely feasible at the student level, making RCTs harder to conduct. School-level assignment is more common but this often requires considerable resources…
Descriptors: Intervention, Reading Instruction, Program Effectiveness, Reading Programs

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