

This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests – the control of construct-irrelevant factors that can threaten test score validity.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement


Seven successful strategies for literate assessment
Evidence that suggests principals’ knowledge and skills in relation to assessment leadership—such as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instruction—are of fundamental importance to building assessment literacy among their teachers.
By: Beth Tarasawa, Amelia Wenk Gotwals, Cara Jackson
Topics: Empowering educators, High-growth schools & practices


When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. This empirical study investigated the impact of a new effort monitoring feature that can detect rapid guessing, as it occurs, and notify proctors that a test taker has become disengaged.
By: Steven Wise, Megan Kuhfeld, James Soland
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement


Identifying disengaged survey responses: New evidence using response time metadata
In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.
By: James Soland, Steven Wise, Lingyun Gao


Evaluating the relationships between poverty and school performance
This study examined the relationships between poverty and a school’s academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth).
By: Andrew Hegedus
Topics: Equity, High-growth schools & practices


Learning styles: Considerations for technology enhanced item design: Learning styles
Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.
By: Deborah Adkins, Meg Guerreiro
Topics: Innovations in reporting & assessment, Empowering educators


“No fun games”: Engagement effects of two gameful assessment prototypes
This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school.
By: Meg Guerreiro, Chase Nordengren
Topics: School & test engagement, Innovations in reporting & assessment