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Wilkerson, Judy R. – Educational Measurement: Issues and Practice, 2020
Validity and reliability are a major focus in teacher education accreditation by the Council for Accreditation of Educator Preparation (CAEP). CAEP requires the use of "accepted research standards," but many faculty and administrators are unsure how to meet this requirement. The Standards of Educational and Psychological Testing…
Descriptors: Test Construction, Test Validity, Test Reliability, Teacher Education Programs
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Niessen, A. Susan M.; Meijer, Rob R.; Tendeiro, Jorge N. – Educational Measurement: Issues and Practice, 2019
A longstanding concern about admissions to higher education is the underprediction of female academic performance by admission test scores. One explanation for these findings is selection system bias, that is, not all relevant KSAOs that are related to academic performance and gender are included in the prediction model. One solution to this…
Descriptors: College Admission, High Stakes Tests, Gender Differences, Sampling
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Allen, Jeff; Mattern, Krista – Educational Measurement: Issues and Practice, 2019
We examined summary indices of high school performance (coursework, grades, and test scores) based on the graded response model (GRM). The indices varied by inclusion of ACT test scores and whether high school courses were constrained to have the same difficulty and discrimination across groups of schools. The indices were examined with respect to…
Descriptors: High School Students, Academic Achievement, Secondary School Curriculum, Difficulty Level
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Camara, Wayne J.; Mattern, Krista; Croft, Michelle; Vispoel, Sara; Nichols, Paul – Educational Measurement: Issues and Practice, 2019
In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…
Descriptors: College Entrance Examinations, Accountability, Scores, Academic Achievement
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Beard, Jonathan J.; Hsu, Julian; Ewing, Maureen; Godfrey, Kelly E. – Educational Measurement: Issues and Practice, 2019
High school students enroll in Advanced Placement (AP) courses and take AP exams for a variety of reasons. However, a lack of information about the extent to which there are incremental benefits associated with taking multiple AP exams has fostered a perception that students must take many APs to be prepared for college. Conversely, many American…
Descriptors: Correlation, Advanced Placement, Tests, College Preparation
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Russell, Mike; Ludlow, Larry; O'Dwyer, Laura – Educational Measurement: Issues and Practice, 2019
The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and…
Descriptors: Educational Testing, Specialists, Doctoral Programs, Program Evaluation
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Boevé, Anja J.; Meijer, Rob R.; Beldhuis, Hans J. A.; Bosker, Roel J.; Albers, Casper J. – Educational Measurement: Issues and Practice, 2019
To investigate the effect of innovations in the teaching-learning environment, researchers often compare study results from different cohorts across years. However, variance in scores can be attributed to both random fluctuation and systematic changes due to the innovation, complicating cohort comparisons. In the present study, we illustrate how…
Descriptors: Grades (Scholastic), Foreign Countries, Teaching Methods, Educational Innovation
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Marion, Scott; Domaleski, Chris – Educational Measurement: Issues and Practice, 2019
This article offers a critique of the validity argument put forward by Camara, Mattern, Croft, and Vispoel (2019) regarding the use of college-admissions tests in high school assessment systems. We challenge their argument in two main ways. First, we illustrate why their argument fails to address broader issues related to consequences of using…
Descriptors: College Entrance Examinations, High School Students, Test Use, Validity
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Rios, Joseph A.; Randall, Jennifer; Donnelly, Marina – Educational Measurement: Issues and Practice, 2019
There has long been a concern about the lack of representation of ethnic minorities in the field of educational measurement. As previous research has shown that graduate programs primarily rely on their websites for recruiting efforts, the objective of this study was to conduct a content analysis of all U.S. educational measurement program…
Descriptors: College Choice, Disproportionate Representation, Minority Group Students, Ethnic Groups
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Shewach, Oren R.; McNeal, Kyle D.; Kuncel, Nathan R.; Sackett, Paul R. – Educational Measurement: Issues and Practice, 2019
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course-taking patterns as a measure of…
Descriptors: Advanced Courses, Course Selection (Students), Cognitive Ability, Grade Point Average
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Meijer, Eline; Cleiren, Marc P. H. D.; Dusseldorp, Elise; Buurman, Vincent J. C.; Hogervorst, Roel M.; Heiser, Willem J. – Educational Measurement: Issues and Practice, 2019
Early prediction of academic performance is important for student support. The authors explored, in a multivariate approach, whether pre-entry data (e.g., high school study results, preparative activities, expectations, capabilities, motivation, and attitude) could predict university students' first-year academic performance. Preregistered…
Descriptors: Academic Achievement, College Freshmen, Prediction, Risk
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Allen, Jeff; Mattern, Krista; Ndum, Edwin – Educational Measurement: Issues and Practice, 2019
We derived an index of high school academic rigor (HSAR) by optimizing the prediction of first-year college GPA (FYGPA) based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set and nominal parameterization of high school course outcomes, the HSAR index capitalizes on differential contributions…
Descriptors: High Schools, Difficulty Level, Prediction, Grade Point Average
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Koretz, D.; Langi, M. – Educational Measurement: Issues and Practice, 2018
Most studies predicting college performance from high-school grade point average (HSGPA) and college admissions test scores use single-level regression models that conflate relationships within and between high schools. Because grading standards vary among high schools, these relationships are likely to differ within and between schools. We used…
Descriptors: Prediction, High School Students, Grade Point Average, Scores
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Mattern, Krista; Radunzel, Justine; Bertling, Maria; Ho, Andrew D. – Educational Measurement: Issues and Practice, 2018
The percentage of students retaking college admissions tests is rising. Researchers and college admissions offices currently use a variety of methods for summarizing these multiple scores. Testing organizations such as ACT and the College Board, interested in validity evidence like correlations with first-year grade point average (FYGPA), often…
Descriptors: College Admission, Scores, Correlation, College Entrance Examinations
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Yocarini, Iris E.; Bouwmeester, Samantha; Smeets, Guus; Arends, Lidia R. – Educational Measurement: Issues and Practice, 2018
This real-data-guided simulation study systematically evaluated the decision accuracy of complex decision rules combining multiple tests within different realistic curricula. Specifically, complex decision rules combining conjunctive aspects and compensatory aspects were evaluated. A conjunctive aspect requires a minimum level of performance,…
Descriptors: Comparative Analysis, Decision Making, Accuracy, Higher Education
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