Equating WCPM scores across passages of MAP Reading Fluency
By: Jing Chen, Mary Ann Simpson
NWEA equated words-correct-per-minute (WCPM) scores from oral reading passages included in the NWEA MAP Reading Fluency assessment. Equipercentile equating with loglinear presmoothing was applied to convert raw WCPM scores from a non-reference passage to those from a reference passage. The goals of this study were to (1) develop a method to choose a reference passage and passage pairs for equating WCPM scores from a large number of passages and (2) determine if equated WCPM scores provide a more accurate indication of students’ oral reading fluency ability compared to the raw WCPM scores from passages that vary in difficulty.See More
Most previous research involving the study of response times has been conducted using locally developed instruments. The purpose of the current study was to examine the amount of rapid-guessing behavior within a commercially available, low-stakes instrument.
By: Steven Wise, J. Carl Setzer, Jill R. van den Heuvel, Guangming Ling
These studies are conducted based on assumptions under regular conditions for fixed test forms, such as no missing responses and normal distribution of unidimensional ability for a population.
By: Shudong Wang, Hong Jiao
This study, using real data, provides empirical evidence of construct and invariance construct of MAP scales across grades at different academic calendars for 10 different states.
By: Shudong Wang, Marth S. McCall, Hong Jiao, Gregg Harris
The current investigative study uses a multiple-indicator, latent-growth modelling (MLGM) approach to examine the longitudinal achievement construct and its invariance for MAP Growth.
By: Shudong Wang, Hong Jiao, Liru Zhang
This integrative review examines the motivational benefits of computerized adaptive tests (CATs), and demonstrates that they can have important advantages over conventional tests in both identifying instances when examinees are exhibiting low effort, and effectively addressing the validity threat posed by unmotivated examinees.
By: Steven Wise
When New York state released the first results of the exams under the Common Core State Standards, many wrongly believed that the results showed dramatic declines in student achievement. A closer look at the results showed that student achievement may have increased.
By: John Cronin, Nate Jensen
Topics: Measurement & scaling