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Maul, Andrew – Measurement: Interdisciplinary Research and Perspectives, 2015
Briggs and Peck [in "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences about Student Growth"] call for greater care in the conceptualization of the target attributes of students, or "what it is that is growing from grade to grade." In particular, they argue that learning progressions can…
Descriptors: Achievement Gains, Academic Achievement, Learning, Educational Assessment
Jeon, Minjeong – Measurement: Interdisciplinary Research and Perspectives, 2015
It is commonly acknowledged that ability and speed are not separate constructs but interact with each other. Traditionally, the ability-speed interplay has been seen as a problem to be conquered and a number of psychometric methods have been developed to deal with the interplay between ability and speed and to obtain more pure ability measures.…
Descriptors: Ability, Reaction Time, Measurement, Intelligence
Hill, Kathryn; McNamara, Tim – Measurement: Interdisciplinary Research and Perspectives, 2015
Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…
Descriptors: Language Tests, Test Validity, High Stakes Tests, Inferences
Kingston, Neal M.; Broaddus, Angela; Lao, Hongling – Measurement: Interdisciplinary Research and Perspectives, 2015
Briggs and Peck (2015) have written a thought-provoking article on the use of learning progressions in the design of vertical scales that support inferences about student growth. Organized learning models, including learning trajectories, learning progressions, and learning maps have been the subject of research for many years, but more recently…
Descriptors: Achievement Gains, Scaling, Scores, Inferences
Penuel, William R. – Measurement: Interdisciplinary Research and Perspectives, 2015
In their article, "Using Learning Progressions to Design Vertical Scales that Support Coherent Inferences about Student Growth," Briggs and Peck (this issue) argue that an important goal of assessment should be "to support coherent and actionable inferences of growth." They suggest that current approaches to test design rely on…
Descriptors: Achievement Gains, Learning, Educational Improvement, Educational Assessment
Confrey, Jere; Jones, R. Seth; Gianopulos, Garron – Measurement: Interdisciplinary Research and Perspectives, 2015
Briggs and Peck make a compelling case for creating new, more intuitive measures of learning, based on creating vertical scales using learning trajectories (LT) in place of "domain sampling." We believe that the importance of creating measurement scales that coordinate recognizable landmarks in learning trajectories with interval scales…
Descriptors: Measurement, Educational Assessment, High Stakes Tests, Scaling
Wertheim, Jill – Measurement: Interdisciplinary Research and Perspectives, 2016
This article presents the author's response to the article "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" by Alonzo and Ke (this issue), which identifies numerous challenges that the Next Generation Science Standards (NGSS) pose for large-scale assessment. Jill Werthem comments that among those…
Descriptors: Measurement, Science Tests, Educational Assessment, Academic Standards
Scalise, Kathleen – Measurement: Interdisciplinary Research and Perspectives, 2016
In this commentary, Kathleen Scalise highlights some of the points made in Alonzo and Ke's 2016 article, "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" (EJ1122509) and applies her own work experience to take the discussion further. Alonzo and Ke outline important resources available in large-scale…
Descriptors: STEM Education, Educational Assessment, Elementary Secondary Education, Human Capital
Marion, Scott F. – Measurement: Interdisciplinary Research and Perspectives, 2015
The measurement industry is in crisis. The public outcry against "over testing" and the opt-out movement are symptoms of a larger sociopolitical battle being fought over Common Core, teacher evaluation, federal intrusion, and a host of other issues, but much of the vitriol is directed at the tests and the testing industry. If we, as…
Descriptors: Test Interpretation, Scores, Educational Assessment, Measurement
Braun, Henry – Measurement: Interdisciplinary Research and Perspectives, 2015
Many states have implemented, or are implementing, accountability systems for schools and educators that incorporate test-based indicators. There is substantial disagreement on the merits of this trend, but the general consensus appears to be that value-added scores or median (mean) growth percentiles contain useful information with respect to…
Descriptors: Accountability, Achievement Tests, Educational Legislation, Federal Legislation