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Polikoff, Morgan S.; Gasparian, Hovanes; Korn, Shira; Gamboa, Martin; Porter, Andrew C.; Smith, Toni; Garet, Michael S. – Educational Measurement: Issues and Practice, 2020
As the standards movement continues into its third decade, there remains a need for alignment methodologies that can be broadly applied to study instruction and policy. This article reports on a series of development efforts meant to revise the Surveys of Enacted Curriculum (SEC) surveys and methods to study the implementation of new college- and…
Descriptors: Alignment (Education), Surveys, College Readiness, Career Readiness
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Welch, Catherine J.; Dunbar, Stephen B. – Educational Measurement: Issues and Practice, 2020
The use of assessment results to inform school accountability relies on the assumption that the test design appropriately represents the content and cognitive emphasis reflected in the state's standards. Since the passage of the Every Student Succeeds Act and the certification of accountability assessments through federal peer review practices,…
Descriptors: Accountability, Test Construction, State Standards, Content Validity
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Klugman, Emma M.; Ho, Andrew D. – Educational Measurement: Issues and Practice, 2020
State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement…
Descriptors: Testing Programs, State Programs, Test Items, Scores
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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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Kosh, Audra E.; Simpson, Mary Ann; Bickel, Lisa; Kellogg, Mark; Sanford-Moore, Ellie – Educational Measurement: Issues and Practice, 2019
Automatic item generation (AIG)--a means of leveraging technology to create large quantities of items--requires a minimum number of items to offset the sizable upfront investment (i.e., model development and technology deployment) in order to achieve cost savings. In this cost-benefit analysis, we estimated the cost of each step of AIG and manual…
Descriptors: Cost Effectiveness, Automation, Test Items, Mathematics Tests
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Evans, Carla M.; Lyons, Susan – Educational Measurement: Issues and Practice, 2017
The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3-12) in the New Hampshire Performance Assessment of Competency Education (NH PACE) pilot project. First, we examined the literature in order to define…
Descriptors: Academic Achievement, Language Arts, Mathematics Achievement, Science Achievement
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Buzick, Heather M.; Jones, Nathan D. – Educational Measurement: Issues and Practice, 2015
Much of the recent focus of educational policymakers has been on improving the measurement of teacher effectiveness. Linking student growth to teacher effects has been a large part of reform efforts. To date, neither researchers nor practitioners have arrived at a consensus on how to treat test scores from students with disabilities in…
Descriptors: Teacher Evaluation, Scores, Disabilities, Teacher Effectiveness
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Buzick, Heather; Stone, Elizabeth – Educational Measurement: Issues and Practice, 2014
Read aloud is a testing accommodation that has been studied by many researchers, and its use on K-12 assessments continues to be debated because of its potential to change the measured construct or unfairly increase test scores. This study is a summary of quantitative research on the read aloud accommodation. Previous studies contributed…
Descriptors: Meta Analysis, Reading Aloud to Others, Educational Research, Statistical Analysis
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Kingston, Neal; Nash, Brooke – Educational Measurement: Issues and Practice, 2011
An effect size of about 0.70 (or 0.40-0.70) is often claimed for the efficacy of formative assessment, but is not supported by the existing research base. More than 300 studies that appeared to address the efficacy of formative assessment in grades K-12 were reviewed. Many of the studies had severely flawed research designs yielding…
Descriptors: Elementary Secondary Education, Formative Evaluation, Program Effectiveness, Effect Size
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Shepard, Lorrie A. – Educational Measurement: Issues and Practice, 2009
In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how…
Descriptors: Learning Theories, Validity, Student Evaluation, Evaluation Methods
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Perie, Marianne; Marion, Scott; Gong, Brian – Educational Measurement: Issues and Practice, 2009
Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by Black and Wiliam (1998) but instead are interim assessments. In this article, we clarify the definition and uses of interim…
Descriptors: Student Evaluation, Evaluation Methods, Educational Assessment, Formative Evaluation
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Frey, Andreas; Hartig, Johannes; Rupp, Andre A. – Educational Measurement: Issues and Practice, 2009
In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an…
Descriptors: Measures (Individuals), Test Construction, Theory Practice Relationship, Design
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Heritage, Margaret; Kim, Jinok; Vendlinski, Terry; Herman, Joan – Educational Measurement: Issues and Practice, 2009
Based on the results of a generalizability study of measures of teacher knowledge for teaching mathematics developed at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles, this article provides evidence that teachers are better at drawing reasonable inferences about student…
Descriptors: Formative Evaluation, Educational Testing, Inferences, Mathematics Instruction
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Zwick, Rebecca; Sklar, Jeffrey C.; Wakefield, Graham; Hamilton, Cris; Norman, Alex; Folsom, Douglas – Educational Measurement: Issues and Practice, 2008
In the current No Child Left Behind era, K-12 teachers and principals are expected to have a sophisticated understanding of standardized test results, use them to improve instruction, and communicate them to others. The goal of our project, funded by the National Science Foundation, was to develop and evaluate three Web-based instructional modules…
Descriptors: Standardized Tests, Test Results, Web Based Instruction, Educational Testing
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Elliott, Stephen N.; Compton, Elizabeth; Roach, Andrew T. – Educational Measurement: Issues and Practice, 2007
The relationships between ratings on the Idaho Alternate Assessment (IAA) for 116 students with significant disabilities and corresponding ratings for the same students on two norm-referenced teacher rating scales were examined to gain evidence about the validity of resulting IAA scores. To contextualize these findings, another group of 54…
Descriptors: Inferences, Disabilities, Rating Scales, Eligibility
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