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LaFave, Allison J.; Taylor, Joseph A.; Barter, Amelia M.; Jacobs, Ariel S. – Educational Assessment, 2022
This systematic review examines empirical research about students' motivation for NAEP in grades 4, 8, and 12 using multiple motivation constructs, including effort, value, and expectancy. Analyses yielded several findings. First, there are stark differences in the perceived importance of doing well on NAEP among students in grades 4 (86%), 8…
Descriptors: Learner Engagement, National Competency Tests, Literature Reviews, Meta Analysis
Wind, Stefanie A.; Guo, Wenjing – Educational Assessment, 2021
Scoring procedures for the constructed-response (CR) items in large-scale mixed-format educational assessments often involve checks for rater agreement or rater reliability. Although these analyses are important, researchers have documented rater effects that persist despite rater training and that are not always detected in rater agreement and…
Descriptors: Scoring, Responses, Test Items, Test Format
Turkan, Sultan; Lopez, Alexis; Lawless, Rene; Tolentino, Florencia – Educational Assessment, 2019
In this article we explore the use of pictorial glossaries as an accommodation for English learners (ELs) with entry and emerging levels of English language proficiency. Drawing on survey responses from 98 middle school ELs and cognitive interviews with 10 of the survey participants, we examined the participants' preferences and experiences with…
Descriptors: Glossaries, Pictorial Stimuli, English Language Learners, Language Proficiency
Traynor, Anne – Educational Assessment, 2017
Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…
Descriptors: Test Items, Test Construction, Alignment (Education), Curriculum