Using a sample of schools testing annually in grades 9-11 with a vertically linked series of assessments, a latent growth curve model is used to model test scores with student intercepts and slopes nested within school. Missed assessments can occur because of student mobility, student dropout, absenteeism, and other reasons. Missing data…

Although federal regulations require testing students with severe cognitive disabilities, there is little guidance regarding how technical quality should be established. It is known that challenges exist with documentation of the reliability of scores for alternate assessments. Typical measures of reliability do little in modeling multiple sources…

This was a study of differential item functioning (DIF) for grades 4, 7, and 10 reading and mathematics items from state criterion-referenced tests. The tests were composed of multiple-choice and constructed-response items. Gender DIF was investigated using POLYSIBTEST and a Rasch procedure. The Rasch procedure flagged more items for DIF than did…

Item response theory (IRT) methods are generally used to create score scales for large-scale tests. Research has shown that IRT scales are stable across groups and over time. Most studies have focused on items that are dichotomously scored. Now Rasch and other IRT models are used to create scales for tests that include polytomously scored items.…

The objective of the present investigation was to compare the adequacy of two cognitive models for predicting examinee performance on a sample of algebra I and II items from the March 2005 administration of the SAT[TM]. The two models included one generated from verbal reports provided by 21 examinees as they solved the SAT[TM] items, and the…

This article illustrates the use of an explanatory item response modeling (EIRM) approach in the context of measuring group differences in science achievement. The distinction between item response models and EIRMs, recently elaborated by De Boeck and Wilson (2004), is presented within the statistical framework of generalized linear mixed models.…

This study examined the effect of oral administration accommodations on test structure and student performance on the Reading test of the South Carolina High School Exit Examination (HSEE). The examination was given at Grade 10 and was untimed; hence, students were permitted as much time as they needed to answer all the questions. Three groups of…

This study examined the effect of oral administration accommodations on test structure and student performance on the mathematics portion of the South Carolina High School Exit Examination (HSEE). The examination was given at Grade 10 and was untimed. Three groups of students were studied. Two groups took the regular form. One group had recorded…