The current study outlines a general process for measuring item-level effort that can be applied to an expanded set of item types and test-taking behaviors (such as omitted or constructed responses). This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.

This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.

This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.

This study investigates the impact of three different IRT scaling and equating methods in building an item bank of tests from 23 years of a national licensure exam . The study focuses on several key psychometric issues including scaledriftandequatingerrors.

Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.

This study examined developmental trends in academic achievement gaps between poverty and race/ethnicity groups from school entry to middle school using two large longitudinal data sets. We used time-varying effect modeling (TVEM) to estimate how the associations among race/ethnicity, poverty status, and math and reading achievement vary across continuous age from age 5 to age 15.