Using retest data to evaluate and improve effort-moderated scoring
This study investigated effort‐moderated (E‐M) scoring, in which item responses classified as rapid guesses are identified and excluded from scoring, and its affect on score distortion from disengaged test taking.
By: Steven Wise, Megan Kuhfeld
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
This report presents the results of a mode comparability study conducted based on empirical data to evaluate how scores from MAP Growth administered on the constraint-based engine (CBE) compare to those administered on the current MAP Growth engine known as COLO.
By: Patrick Meyer, Emily Bo
Products: MAP Growth
Topics: Measurement & scaling, Test design
Automated item generation (AIG): A future for more equitable measurement
This presentation summarizes the work that’s been done at NWEA to implement automated item generation (AIG), in addition to traditional approaches, to leverage the future.
By: Sarah Miller, Sylvia Scheuring, Abby Javurek, Jake McMillen, Emily Bo, Mary Ann Simpson
Topics: Item response theory
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson
Topics: Empowering educators, Equity
Dual identification? The effects of English Learner status on special education placement
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Topics: Equity, English Language Learners
A cessation of measurement: Identifying test taker disengagement using response time
In this session from the National Council on Measurement in Education 2020 virtual conference (from 1:06:40 in video), Dr. Wise shares research insights into test disengagement and how disengagement should be managed in scoring.
By: Steven Wise, Megan Kuhfeld
Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations
This session from the National Council on Measurement in Education 2020 virtual conference presents new research findings on understanding and managing test-taking disengagement.
By: James Soland, Joseph Rios