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Clear Results

Date
Presentation paper

Effects of computerized adaptive test designs on content coverage and efficiency of reading comprehension test with passages aligned to Common Core State Standards

The major purpose of this paper is to investigate the effects of CAT test design and bank distribution on the content coverage and the efficiency of the tests.

By: Shudong Wang, Hong Jiao

Topics: Test design, Computer adaptive testing, Learning standards & alignment

2016
Presentation paper

A large-scale, long-term study of scale drift: The micro view and the macro view

This study examined the measurement stability of a set of Rasch measurement scales that have been in place for almost 40 years.

Topics: Computer adaptive testing, Measurement & scaling

2016
Blog article

What does equity and accessibility look like within assessment?

Creating tests and items from the beginning with Universal Design for Learning in mind, removing barriers by adding alt-tags, and incorporating more culturally rich materials are all steps NWEA is doing to improve our equity for all students.

By: Elizabeth Barker

Topics: Equity, Accessibility

2016
Blog article

NWEA promotes accessibility in assessment with release of image description guidelines

Image descriptions are important to make computer-based assessments accessible to students using assistive technology (AT) devices, such as screen readers and refreshable braille displays. NWEA, with support from the National Center for Accessible Media (NCAM), has created guidelines for describing many variations of images, charts, and graphics targeted specifically to the disciplines of reading, language usage, science, and mathematics.

By: Elizabeth Barker

Topics: Equity, Accessibility

2016
Journal article

Rapid‐guessing behavior: Its identification, interpretation, and implications

The rise of computer‐based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple‐choice items.

By: Steven Wise

Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement

2017
Journal article

Combining academic, noncognitive, and college knowledge measures to identify students not on track for college: A data-driven approach

Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure.

By: James Soland

Topics: Empowering educators, College & career readiness

2017
Journal article

Is teacher value added a matter of scale? The practical consequences of treating an ordinal scale as interval for estimation of teacher effects

This article addresses the issue by estimating teacher value added, then applying extremely mild nonlinear transformations to the original scale and re-estimating the value added. Although by definition at most one of these scales can be equal-interval, all are treated as if interval-scaled when estimating value added.

By: James Soland

Topics: Measurement & scaling, Student growth & accountability policies

2017
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Data Visualizations

View interactive tools that bring complex education issues to life. Explore patterns in growth, achievement, poverty, college readiness, and more.

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Upcoming Research Presentations

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Simona Beattie
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971.361.9526

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