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Showing 1 to 15 of 314 results Save | Export
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Myers, Aaron J.; Finney, Sara J. – Educational Assessment, 2021
The indirect effect of perceived test importance on test performance via examinee effort is often modeled using importance and effort scores measured "after" test completion, which does not align with their theoretical temporal ordering. These retrospectively measured scores may be influenced by examinees' test performance. To…
Descriptors: Student Motivation, Measurement Techniques, Testing, College Students
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Rifenbark, Graham; Lombardi, Allison; Freeman, Jennifer – Educational Assessment, 2021
In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure…
Descriptors: Factor Structure, Educational Environment, High School Students, Students with Disabilities
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Westrick, Paul A.; Schmidt, Frank L.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R. – Educational Assessment, 2021
This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous…
Descriptors: Meta Analysis, Academic Achievement, Academic Persistence, Grade Point Average
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Zwick, Rebecca; Blatter, Andrew; Ye, Lei; Isham, Steven – Educational Assessment, 2021
Today, postsecondary institutions in the US typically wish to enroll entering classes that are both academically qualified and diverse. Although the definition of diversity varies from school to school, the challenge is essentially the same: How can academic objectives be combined with goals that involve the composition of the entering class? Many…
Descriptors: College Admission, Student Diversity, Disproportionate Representation, Academic Achievement
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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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Ercikan, Kadriye; Guo, Hongwen; He, Qiwei – Educational Assessment, 2020
Comparing group is one of the key uses of large-scale assessment results, which are used to gain insights to inform policy and practice and to examine the comparability of scores and score meaning. Such comparisons typically focus on examinees' final answers and responses to test questions, ignoring response process differences groups may engage…
Descriptors: Data Use, Responses, Comparative Analysis, Test Bias
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Levy, Roy – Educational Assessment, 2020
This paper characterizes the ways in which increased attention to response process data has implications for psychometrics. To do so, this work draws on two organizing frameworks that have heretofore not been associated: evidence-centered design, and the distinction between greater and lesser statistics. Overlaying these frameworks leads to a…
Descriptors: Psychometrics, Responses, Data, Statistics
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Bennett, Randy E.; Zhang, Mo; Deane, Paul; van Rijn, Peter W. – Educational Assessment, 2020
We evaluate how higher- vs. lower-scoring middle-school students differ in their composition processes when writing persuasive essays from source materials. We examined differences on four individual process features--time taken before beginning to write, typing speed, total time spent, and number of words started. Next, we examined differences…
Descriptors: Middle School Students, Writing Processes, Essays, Persuasive Discourse
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