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Assessment Development |
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A Standard Setting Odyssey: On a quest for across-grade consistency
In this paper, we discuss the need for consistent cutscores across the grades of a content area, present and interpret several models of consistency, and argue that the No Child Left Behind Act provides an opportunity to bring articulated, consistent standards to contiguous-grade testing programs. |
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El Mensaje, Vol. 1, No. 1, Aug. 2002
The federal Bilingual Education Act was reauthorized as Title II, as part of the No Child Left Behind act. It was written to aid state education agencies and local education agencies to respond to the needs of their immigrant and limited English proficient students. |
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A Comparison of the Common-Item and Random-Groups Equating Designs using Empirical Data
This study evaluates several data collection and equating designs to evaluate the comparability between different test forms |
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Evaluation of Linking Methods for Placing Three-Parameter Logistic Item Parameter Estimates Onto a Rasch Scale
In this study, we explore the results of equating 3PL parameter estimates to 1PL parameter estimates, using Moment, Characteristic Curve, and Theta Regression methods. |
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A Comparison of Response Probability and Canonical Pseudoresponse Item Locations: Implications for the Bookmark Standard Setting Procedure
Item response theory (IRT) provides a way to relate latent ability to the probability of observing correct responses on test items. |
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Unidimensional and Multidimensional Estimation of Vertical Scaled Tests with Complex Structure
This paper examines the effect of multidimensionality in vertical scaling when unidimensional model is applied. |
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Linking Testing to Instruction |
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Proficiency in Reading Comprehension: Implications of Reading First at Grade 3
The purpose of this research study was to examine how the instructional components of Reading First may be used in combination to discriminate third graders in terms of their reading comprehension skills. |
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Scoring and Reporting |
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Beyond the Numbers: A Guide to Interpreting and Using the Results of Standardized Achievement Tests
A sound assessment and evaluation program reinforces educational decision and can positively impact individual students as well as parents or guardians, classes, schools and communities. |
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Comparability of Scores from Norm-Referenced Paper-and-Pencil and Web-Based Linear Tests for Grades 4 - 12
This study extended an existing line of comparative research to assess the validity of scores from online assessments compared to a paper-and-pencil norm-referenced cognitive abilities test for grades 4 - 12. |
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A Comparison of Type I Error and Power Rates for the Mantel-Haenszel and SIBTEST Procedures when Group Differences are Large and Unbalanced
As states address the challenge of accounting for all students in accordance with the No Child Left Behind legislation (NCLB), educational practitioners and test developers must address how special populations will be included in standardized testing programs. |
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Adequate Yearly Progress
This paper provides historical information that can assist Wisconsin policy makers in developing future goals that reflect continuous improvement in student performance and that are also attainable. |
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A New Statistic to Detect Misfitting Score Vector
A non-model based statistic is proposed to detect misfitting score vector. |
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Linking a Diagnostic Literacy Assessment to a Standardized Test of Reading
The purpose for this study was to examine the relationship between performance on Fox in a Box: An Adventure in Literacy, and performance on TerraNova at the end of third grade. |
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Linking a Short Test with Only Selected-Response Items To a Longer Test with Mixed-Type Items
This study has two primary research objectives: (1) to construct a linking relationship between scores on a relatively short test with SR items (survey battery) to scores on a test with mixed-type items (multiple assessment battery) using several linking procedures, and (2) to evaluate relative appropriateness of each linking procedure with several indices developed in this study. |
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Screening of Cheating on High-Stakes Tests Using Neural Networks
A conceptually new approach for screening possible cheaters in high-stakes tests using a neural network. |
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