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Gotch, Chad M.; French, Brian F. – Educational Assessment, 2020
The State of Washington requires school districts to file court petitions on students with excessive unexcused absences. The "Washington Assessment of Risks and Needs of Students" (WARNS), a self-report screening instrument developed for use by high school and juvenile court personnel in such situations, purports to measure six facets of…
Descriptors: Risk Assessment, Needs Assessment, Truancy, Measurement Techniques
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Arya, Diana; Clairmont, Anthony; Katz, Daniel; Maul, Andrew – Educational Assessment, 2020
This study describes the development and validation of a multidimensional measure of preadolescent and adolescent readers' abilities to apply reading comprehension strategies necessary for understanding challenging academic texts. The Strategy Use Measure (SUM) was designed with the intention of being pedagogically informative to the increasingly…
Descriptors: Reading Strategies, Reading Skills, Reading Comprehension, Reading Tests
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Clark, Amy K.; Karvonen, Meagan – Educational Assessment, 2020
Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have…
Descriptors: Alternative Assessment, Test Validity, Test Use, Students with Disabilities
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Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Educational Assessment, 2020
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers' ability to effectively implement evidence-based practices and to provide specific, actionable feedback to…
Descriptors: Special Education Teachers, Teacher Effectiveness, Test Construction, Test Validity
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Wilsey, Matthew; Kloser, Matthew; Borko, Hilda; Rafanelli, Stephanie – Educational Assessment, 2020
Classroom assessment and the use of student performance data to inform instructional decisions have significant potential to help students meet the learning goals of science education. Research has shown that process-oriented assessment practices are challenging and sometimes ignored aspects of teaching, partly because teachers' conceptions of…
Descriptors: Middle School Teachers, Science Teachers, Teacher Attitudes, Student Evaluation
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Phelps, Geoffrey; Gitomer, Drew H.; Iaconangelo, Charles J.; Etkina, Eugenia; Seeley, Lane; Vokos, Stamatis – Educational Assessment, 2020
Assessments of teacher content knowledge are increasingly designed to provide evidence of the content knowledge needed to carry out the moment-to-moment work of teaching. Often these assessments focus on content knowledge only used in teaching with the goal of testing types of professional content knowledge. In this paper, we argue that while this…
Descriptors: Teacher Evaluation, Pedagogical Content Knowledge, Evidence Based Practice, Test Construction
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Seeratan, Kavita L.; McElhaney, Kevin W.; Mislevy, Jessica; McGhee, Raymond, Jr.; Conger, Dylan; Long, Mark C. – Educational Assessment, 2020
We describe the conceptualization, design, development, validation, and testing of a summative instrument that measures high school students' ability to analyze and evaluate data, construct scientific explanations, and formulate scientific arguments in biology and chemistry disciplinary contexts. Data from 1,405 students were analyzed to evaluate…
Descriptors: High School Students, Science Process Skills, Student Evaluation, Science Tests
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Finney, Sara J.; Satkus, Paulius; Perkins, Beth A. – Educational Assessment, 2020
Test-taking effort relates to performance on low-stakes tests; thus, researchers and assessment practitioners have investigated what influences students to put forth effort when completing these tests. Using a longitudinal design, we evaluated the often-cited effect of perceived test importance on test-taking effort. More specifically, a 29-item…
Descriptors: Testing, Student Attitudes, Psychological Patterns, Performance Factors
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Jones, Eli; Bergin, Christi – Educational Assessment, 2019
In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less…
Descriptors: Teacher Effectiveness, Classroom Observation Techniques, Item Response Theory, School Districts
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Lee, Jihyun; Zhang, Yang; Stankov, Lazar – Educational Assessment, 2019
This study aims to identify which socio-economic status (SES) variables have the best predictive validity for academic achievement, based on the international data sets of the Programme for International Student Assessment (PISA) in 2012, 2009, 2006, and 2003. From among 10 SES measures, two composite variables - Index of economic, social and…
Descriptors: Predictive Validity, Socioeconomic Status, Academic Achievement, Predictor Variables
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Soland, James; Kuhfeld, Megan – Educational Assessment, 2019
Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests. In this study, we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like…
Descriptors: Testing, Guessing (Tests), Reaction Time, Achievement Tests
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Russell, Michael; Moncaleano, Sebastian – Educational Assessment, 2019
Over the past decade, large-scale testing programs have employed technology-enhanced items (TEI) to improve the fidelity with which an item measures a targeted construct. This paper presents findings from a review of released TEIs employed by large-scale testing programs worldwide. Analyses examine the prevalence with which different types of TEIs…
Descriptors: Computer Assisted Testing, Fidelity, Elementary Secondary Education, Test Items
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DeLuca, Christopher; Chapman-Chin, Allison; Klinger, Don A. – Educational Assessment, 2019
Over the past 15 years, "assessment for learning" (AfL) has emerged as a key area of teacher practice with policy mandates around the world supporting teachers' implementation of the underlying components of this pedagogical approach. While procedural and selective implementation of AfL strategies has been observed within research (i.e.,…
Descriptors: Communities of Practice, Assessment Literacy, Classroom Techniques, Formative Evaluation
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Kan, Adnan; Bulut, Okan; Cormier, Damien C. – Educational Assessment, 2019
Item stem formats can alter the cognitive complexity as well as the type of abilities required for solving mathematics items. Consequently, it is possible that item stem formats can affect the dimensional structure of mathematics assessments. This empirical study investigated the relationship between item stem format and the dimensionality of…
Descriptors: Mathematics Tests, Test Items, Test Format, Problem Solving
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Buzick, Heather M. – Educational Assessment, 2019
Using two states' grades 3 through 8 state assessment databases, this study documents the extent to which students were assigned testing accommodations for ELA or mathematics in only one of two consecutive years. The percentage of students with disabilities who were assigned accommodations in the current year only or in the prior year only in a…
Descriptors: Testing Accommodations, Measurement, Academic Achievement, Academic Accommodations (Disabilities)
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