Measuring the impact of test disengagement on estimates of educational effectiveness
Learn more about our examination of student disengagement and how it may bias estimates of effectiveness based on observed test results.
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This chapter explores both what happens when test takers disengage and how this disengagement should be managed during scoring.
Topics: School & test engagement
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
By: Steven Wise
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
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.
By: Michelle Boyer
Results from this study suggest that compared to the raw WCPM scores, equated scores have higher reliability and better reflect students’ true reading ability as indicated by higher correlations with scores from an external reading measure.