Design and implementation for automated scoring systems
In D. Yan, A. A. Rupp, & P. Foltz (Eds.), Handbook of automated scoring: Theory into practice (pp. 217–240). Chapman & Hall/CRC.
By: Michelle Boyer
This chapter reviews general design-related considerations in conceptualizing and planning for automated scoring (AS), provides a more detailed review of common quality assurance procedures used in the construction and validation of AS systems, and discusses a variety of considerations around the operational deployment of AS systems and importanct considerations for implementing AS in a new or existing large-scale testing program.See More
This article was published outside of NWEA. The full text can be found at the link above.
This technical report documents the processes and procedures employed by NWEA to build and support the MAP Reading Fluency assessment.
By: Shudong Wang
Products: MAP Reading Fluency
Approaches to test score use and test purpose lack the well-developed methodological guidelines and established sources of evidence available for intended score interpretation. We argue in this paper that this lack fails to reflect the ultimate purpose of a test score—to help solve an important problem faced by intended test users.
This research study is the first time of applying the thinking of semi-supervised learning into CDM. Also, we used the validating test to choose the appropriate parameters for the ANNs instead of using typical statistical criteria, such as AIC, BIC.
By: Kang Xue, Laine Bradshaw
Topics: Measurement & scaling
To avoid the subjectivity of having a single person evaluate a construct of interest (e.g., a student’s self-efficacy in school), multiple raters are often used. This study provides a model for estimating growth in the presence of multiple raters.
This technical report documents the processes and procedures employed by NWEA to build and support the Spanish MAP Growth Reading assessment.
Comparability of MAP Growth tests administered through different technology and psychometric infrastructure: A Simulation study
This report presents the results of a mode comparability study conducted through simulations 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.
Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year. This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.