Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations
By: James Soland, Joseph Rios
This session from the 2020 National Council on Measurement in Education virtual conference presents new research findings on understanding and managing test-taking disengagement.
Soland, J.& Rios, J. (2020, September). Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations. National Council on Measurement in Education 2020 virtual conference.See More
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The effective use of student and school descriptive indicators of learning progress: From the conditional growth index to the learning productivity measurement system
Modeling student growth has been a federal policy requirement under No Child Left Behind (NCLB). In addition to tracking student growth, the latest Race To The Top (RTTP) federal education policy stipulates the evaluation of teacher effectiveness from the perspective of added value that teachers contribute to student learning and growth. Student growth modeling and teacher value-added modeling are complex.
By: Yeow Meng Thum
In this article, the authors explain how CAT provides a more precise, accurate picture of the achievement levels of both low-achieving and high-achieving students by adjusting questions as the testing goes along. The immediate, informative test results enable teachers to differentiate instruction to meet individual students’ current academic needs.
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
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
Validation of longitudinal achievement constructs of vertically scaled computerised adaptive tests: a multiple-indicator, latent-growth modelling approach
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
Construct validity and measurement invariance of computerized adaptive testing: Application to Measures of Academic Progress (MAP) using confirmatory factor analysis
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 effect of nonignorable missing data in computerized adaptive test on item fit statistics for polytomous item response models
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