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Confrey, Jere; Toutkoushian, Emily; Shah, Meetal – Applied Measurement in Education, 2019
Fully articulating validation arguments in the context of classroom assessment requires connecting evidence from multiple sources and addressing multiple types of validity in a coherent chain of reasoning. This type of validation argument is particularly complex for assessments that function in close proximity to instruction, address the fine…
Descriptors: Test Validity, Item Response Theory, Middle School Students, Mathematics Instruction
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Ketterlin-Geller, Leanne R.; Perry, Lindsey; Adams, Elizabeth – Applied Measurement in Education, 2019
Despite the call for an argument-based approach to validity over 25 years ago, few examples exist in the published literature. One possible explanation for this outcome is that the complexity of the argument-based approach makes implementation difficult. To counter this claim, we propose that the Assessment Triangle can serve as the overarching…
Descriptors: Validity, Educational Assessment, Models, Screening Tests
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Jacobson, Erik; Svetina, Dubravka – Applied Measurement in Education, 2019
Contingent argument-based approaches to validity require a unique argument for each use, in contrast to more prescriptive approaches that identify the common kinds of validity evidence researchers should consider for every use. In this article, we evaluate our use of an approach that is both prescriptive "and" argument-based to develop a…
Descriptors: Test Validity, Test Items, Test Construction, Test Interpretation
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Carney, Michele; Crawford, Angela; Siebert, Carl; Osguthorpe, Rich; Thiede, Keith – Applied Measurement in Education, 2019
The "Standards for Educational and Psychological Testing" recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement--termed the interpretation/use argument, and gathering of…
Descriptors: Inquiry, Test Interpretation, Validity, Scores
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Krupa, Erin Elizabeth; Carney, Michele; Bostic, Jonathan – Applied Measurement in Education, 2019
This article provides a brief introduction to the set of four articles in the special issue. To provide a foundation for the issue, key terms are defined, a brief historical overview of validity is provided, and a description of several different validation approaches used in the issue are explained. Finally, the contribution of the articles to…
Descriptors: Test Items, Program Validation, Test Validity, Mathematics Education
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Sinharay, Sandip; Zhang, Mo; Deane, Paul – Applied Measurement in Education, 2019
Analysis of keystroke logging data is of increasing interest, as evident from a substantial amount of recent research on the topic. Some of the research on keystroke logging data has focused on the prediction of essay scores from keystroke logging features, but linear regression is the only prediction method that has been used in this research.…
Descriptors: Scores, Prediction, Writing Processes, Data Analysis
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Finch, Holmes; French, Brian F. – Applied Measurement in Education, 2019
The usefulness of item response theory (IRT) models depends, in large part, on the accuracy of item and person parameter estimates. For the standard 3 parameter logistic model, for example, these parameters include the item parameters of difficulty, discrimination, and pseudo-chance, as well as the person ability parameter. Several factors impact…
Descriptors: Item Response Theory, Accuracy, Test Items, Difficulty Level
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Soland, James; Wise, Steven L.; Gao, Lingyun – Applied Measurement in Education, 2019
Disengaged responding is a phenomenon that often biases observed scores from achievement tests and surveys in practically and statistically significant ways. This problem has led to the development of methods to detect and correct for disengaged responses on both achievement test and survey scores. One major disadvantage when trying to detect…
Descriptors: Reaction Time, Metadata, Response Style (Tests), Student Surveys
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Kim, Stella Y.; Lee, Won-Chan – Applied Measurement in Education, 2019
This study explores classification consistency and accuracy for mixed-format tests using real and simulated data. In particular, the current study compares six methods of estimating classification consistency and accuracy for seven mixed-format tests. The relative performance of the estimation methods is evaluated using simulated data. Study…
Descriptors: Classification, Reliability, Accuracy, Test Format
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Su, Shiyang; Davison, Mark L. – Applied Measurement in Education, 2019
Response times have often been used as ancillary information to improve parameter estimation. Under the dual processing theory, assuming reading comprehension requires an automatic process, a fast, correct response is an indicator of effective automatic processing. A skilled, automatic comprehender should be high in response accuracy and low in…
Descriptors: Reaction Time, Reading Comprehension, Reading Tests, Predictive Validity
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Wise, Steven L.; Kuhfeld, Megan R.; Soland, James – Applied Measurement in Education, 2019
When we administer educational achievement tests, we want to be confident that the resulting scores validly indicate what the test takers know and can do. However, if the test is perceived as low stakes by the test taker, disengaged test taking sometimes occurs, which poses a serious threat to score validity. When computer-based tests are used,…
Descriptors: Guessing (Tests), Computer Assisted Testing, Achievement Tests, Scores
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Slepkov, Aaron D.; Godfrey, Alan T. K. – Applied Measurement in Education, 2019
The answer-until-correct (AUC) method of multiple-choice (MC) testing involves test respondents making selections until the keyed answer is identified. Despite attendant benefits that include improved learning, broad student adoption, and facile administration of partial credit, the use of AUC methods for classroom testing has been extremely…
Descriptors: Multiple Choice Tests, Test Items, Test Reliability, Scores
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Dadey, Nathan; Lyons, Susan; DePascale, Charles – Applied Measurement in Education, 2018
Evidence of comparability is generally needed whenever there are variations in the conditions of an assessment administration, including variations introduced by the administration of an assessment on multiple digital devices (e.g., tablet, laptop, desktop). This article is meant to provide a comprehensive examination of issues relevant to the…
Descriptors: Evaluation Methods, Computer Assisted Testing, Educational Technology, Technology Uses in Education
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Wyse, Adam E. – Applied Measurement in Education, 2018
This article discusses regression effects that are commonly observed in Angoff ratings where panelists tend to think that hard items are easier than they are and easy items are more difficult than they are in comparison to estimated item difficulties. Analyses of data from two credentialing exams illustrate these regression effects and the…
Descriptors: Regression (Statistics), Test Items, Difficulty Level, Licensing Examinations (Professions)
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George, Ann Cathrice; Robitzsch, Alexander – Applied Measurement in Education, 2018
This article presents a new perspective on measuring gender differences in the large-scale assessment study Trends in International Science Study (TIMSS). The suggested empirical model is directly based on the theoretical competence model of the domain mathematics and thus includes the interaction between content and cognitive sub-competencies.…
Descriptors: Achievement Tests, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests
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