Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 12 |
Since 2015 (last 10 years) | 22 |
Since 2005 (last 20 years) | 32 |
Descriptor
High School Students | 13 |
Grade 9 | 8 |
Student Evaluation | 8 |
Academic Achievement | 7 |
Correlation | 5 |
Formative Evaluation | 5 |
Grade Point Average | 5 |
Scores | 5 |
Test Items | 5 |
Test Validity | 5 |
College Entrance Examinations | 4 |
More ▼ |
Source
Educational Assessment | 32 |
Author
Gitomer, Drew H. | 2 |
Le, Huy | 2 |
Radunzel, Justine M. R. | 2 |
Robbins, Steven B. | 2 |
Schmidt, Frank L. | 2 |
Westrick, Paul A. | 2 |
Abedi, Jamal | 1 |
Akaeze, Hope | 1 |
Arnold-Berkovits, Ilona | 1 |
Barter, Amelia M. | 1 |
Bell, Courtney A. | 1 |
More ▼ |
Publication Type
Journal Articles | 32 |
Reports - Research | 25 |
Reports - Evaluative | 6 |
Tests/Questionnaires | 5 |
Information Analyses | 3 |
Reports - Descriptive | 1 |
Education Level
High Schools | 32 |
Secondary Education | 28 |
Middle Schools | 18 |
Junior High Schools | 14 |
Elementary Education | 8 |
Grade 9 | 8 |
Higher Education | 7 |
Postsecondary Education | 5 |
Elementary Secondary Education | 4 |
Grade 8 | 4 |
Grade 10 | 3 |
More ▼ |
Audience
Laws, Policies, & Programs
Assessments and Surveys
ACT Assessment | 3 |
Iowa Tests of Basic Skills | 1 |
Motivated Strategies for… | 1 |
National Assessment of… | 1 |
SAT (College Admission Test) | 1 |
Washington Assessment of… | 1 |
What Works Clearinghouse Rating
Wolf, Mikyung Kim; Yoo, Hanwook; Guzman-Orth, Danielle; Abedi, Jamal – Educational Assessment, 2022
Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret…
Descriptors: Testing Accommodations, English Language Learners, Computer Assisted Testing, Mathematics Tests
Johnston, Michael; Wood, Bronwyn Elisabeth; Cherrington, Sue; Boniface, Suzanne; Mortlock, Anita – Educational Assessment, 2022
In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based…
Descriptors: Student Evaluation, Predictor Variables, Academic Achievement, High School Students
Kettler, Ryan J.; Hua, Anh; Dudek, Christopher M.; Reddy, Linda A.; Arnold-Berkovits, Ilona; Wiggs, Nicole B.; Lekwa, Adam; Kurz, Alexander – Educational Assessment, 2022
The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Alternative Assessment, Classroom Observation Techniques
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
Kaldaras, Leonora; Akaeze, Hope; Krajcik, Joseph – Educational Assessment, 2021
Deep science understanding is reflected in students' ability to use content and skills when making sense of the world. Assessing deep understanding requires measuring complex constructs that combine elements of content and skills. To develop valid measures of complex constructs, we need to understand how their theoretical dimensionality, reflected…
Descriptors: Scientific Concepts, Elementary Secondary Education, Academic Standards, Science Education
Rifenbark, Graham; Lombardi, Allison; Freeman, Jennifer – Educational Assessment, 2021
In this study (n = 5037) we further investigated the construct validity of the Georgia Brief School Climate Inventory (GBS). Despite containing ordinal items (e.g., ordered-responses), the GBS has only been examined using linear approaches. To fill this void, we employed confirmatory item factor analysis (IFA) to examine the factor structure…
Descriptors: Factor Structure, Educational Environment, High School Students, Students with Disabilities
Westrick, Paul A.; Schmidt, Frank L.; Le, Huy; Robbins, Steven B.; Radunzel, Justine M. R. – Educational Assessment, 2021
This meta-analytic path analysis presents evidence that first-year academic performance (FYAP), measured by first-year grade point average (FYGPA) plays the major role in determining second-year student retention and that socioeconomic status (SES), measured by parental income, plays a negligible role. Based on large sample data used in a previous…
Descriptors: Meta Analysis, Academic Achievement, Academic Persistence, Grade Point Average
Lyon, Christine J.; Nabors Oláh, Leslie; Brenneman, Meghan – Educational Assessment, 2020
There is currently a lack of instrumentation with sufficient technical quality focused on the implementation of classroom formative assessment at a grain-size appropriate for the provision of feedback to teachers and program developers. This paper details the development of a validity argument for the High-Impact Classroom Assessment Practices…
Descriptors: Formative Evaluation, Observation, Student Evaluation, Educational Practices
Phelps, Geoffrey; Gitomer, Drew H.; Iaconangelo, Charles J.; Etkina, Eugenia; Seeley, Lane; Vokos, Stamatis – Educational Assessment, 2020
Assessments of teacher content knowledge are increasingly designed to provide evidence of the content knowledge needed to carry out the moment-to-moment work of teaching. Often these assessments focus on content knowledge only used in teaching with the goal of testing types of professional content knowledge. In this paper, we argue that while this…
Descriptors: Teacher Evaluation, Pedagogical Content Knowledge, Evidence Based Practice, Test Construction
Seeratan, Kavita L.; McElhaney, Kevin W.; Mislevy, Jessica; McGhee, Raymond, Jr.; Conger, Dylan; Long, Mark C. – Educational Assessment, 2020
We describe the conceptualization, design, development, validation, and testing of a summative instrument that measures high school students' ability to analyze and evaluate data, construct scientific explanations, and formulate scientific arguments in biology and chemistry disciplinary contexts. Data from 1,405 students were analyzed to evaluate…
Descriptors: High School Students, Science Process Skills, Student Evaluation, Science Tests
Mills, Valerie L.; Harrison, Christine – Educational Assessment, 2020
The need and desire to understand and adopt formative assessment practices remain high on the agenda at all levels of educational systems around the world. To advance teachers' use of formative assessment, research attention also needs to be paid to (a) understanding the challenges teachers face when asked to utilize formative assessment practices…
Descriptors: Middle School Teachers, High School Teachers, Mathematics Teachers, Faculty Development
Gotch, Chad M.; French, Brian F. – Educational Assessment, 2020
The State of Washington requires school districts to file court petitions on students with excessive unexcused absences. The "Washington Assessment of Risks and Needs of Students" (WARNS), a self-report screening instrument developed for use by high school and juvenile court personnel in such situations, purports to measure six facets of…
Descriptors: Risk Assessment, Needs Assessment, Truancy, Measurement Techniques
Kaufman, Julia H.; Engberg, John; Hamilton, Laura S.; Yuan, Kun; Hill, Heather C. – Educational Assessment, 2019
High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers'…
Descriptors: Measurement Techniques, Vignettes, Teacher Surveys, Teacher Evaluation
Fina, Anthony D.; Dunbar, Stephen B.; Welch, Catherine J. – Educational Assessment, 2018
As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an…
Descriptors: College Readiness, Benchmarking, Grade Point Average, Reading Tests
Steedle, Jeffrey T.; Grochowalski, Joseph – Educational Assessment, 2017
Students may not fully demonstrate their knowledge and skills on accountability tests if there are no stakes attached to individual performance. In that case, assessment results may not accurately reflect student achievement, so the validity of score interpretations and uses suffers. For this study, matched samples of students taking state…
Descriptors: High Stakes Tests, Accountability, Student Evaluation, Standardized Tests