The impact of test-taking disengagement on item content representation
By: Steven Wise
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
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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.
The International Association for the Evaluation of Educational Achievement (IEA) together with the Leibniz Institute for Research and Information in Education (DIPF) and the Centre for International Student Assessment (ZIB) offer an invitation to a three-day workshop on analyzing log file and process data from international large-scale assessments in education. The event will take place as an interactive webinar and online video conference on June 17th – 19th 2020.
By: Steven Wise
Topics: School & test engagement
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.
Updated College Explorer provides educators, students, and parents with insights into which colleges and universities students are already on track to enter, and the academic growth goals they need in order to reach the median ACT or SAT score at those colleges and universities.
Mentions: Greg King
College Explorer from NWEA® helps students, parents, and teachers develop pathways to higher education. This powerful tool links MAP® Growth™ scores with national benchmarks for colleges, universities, and even specific majors.
By: Greg King
This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.
Topics: Measurement & scaling