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Showing 1 to 15 of 134 results Save | Export
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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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Attali, Yigal – Educational Measurement: Issues and Practice, 2019
Rater training is an important part of developing and conducting large-scale constructed-response assessments. As part of this process, candidate raters have to pass a certification test to confirm that they are able to score consistently and accurately before they begin scoring operationally. Moreover, many assessment programs require raters to…
Descriptors: Evaluators, Certification, High Stakes Tests, Scoring
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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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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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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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Sinharay, Sandip – Educational Measurement: Issues and Practice, 2018
The choice of anchor tests is crucial in applications of the nonequivalent groups with anchor test design of equating. Sinharay and Holland (2006, 2007) suggested "miditests," which are anchor tests that are content-representative and have the same mean item difficulty as the total test but have a smaller spread of item difficulties.…
Descriptors: Test Content, Difficulty Level, Test Items, Test Construction
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Camara, Wayne – Educational Measurement: Issues and Practice, 2014
This article reviews the intended uses of these college- and career-readiness assessments with the goal of articulating an appropriate validity argument to support such uses. These assessments differ fundamentally from today's state assessments employed for state accountability. Current assessments are used to determine if students have…
Descriptors: College Readiness, Career Readiness, Aptitude Tests, Test Use
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Koch, Martha J. – Educational Measurement: Issues and Practice, 2014
Implications of the multiple-use of accountability assessments for the process of validation are examined. Multiple-use refers to the simultaneous use of results from a single administration of an assessment for its intended use and for one or more additional uses. A theoretical discussion of the issues for validation which emerge from…
Descriptors: Foreign Countries, Test Use, Accountability, Validity
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Kolen, Michael J.; Lee, Won-Chan – Educational Measurement: Issues and Practice, 2011
This paper illustrates that the psychometric properties of scores and scales that are used with mixed-format educational tests can impact the use and interpretation of the scores that are reported to examinees. Psychometric properties that include reliability and conditional standard errors of measurement are considered in this paper. The focus is…
Descriptors: Test Use, Test Format, Error of Measurement, Raw Scores
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Nichols, Paul D.; Williams, Natasha – Educational Measurement: Issues and Practice, 2009
This article has three goals. The first goal is to clarify the role that the consequences of test score use play in validity judgments by reviewing the role that modern writers on validity have ascribed for consequences in supporting validity judgments. The second goal is to summarize current views on who is responsible for collecting evidence of…
Descriptors: Tests, Test Validity, Scores, Data Collection
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Nichols, Paul D.; Meyers, Jason L.; Burling, Kelly S. – Educational Measurement: Issues and Practice, 2009
Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked…
Descriptors: Academic Achievement, Tutoring, Student Evaluation, Evaluation Methods
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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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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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Educational Measurement: Issues and Practice, 2005
A note from the Working Group of the Joint Committee on Testing Practices: The "Code of Fair Testing Practices in Education (Code)" prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988. The revision of the Code was inspired primarily by the revision of…
Descriptors: Measurement, Psychological Testing, Test Use, Student Evaluation
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