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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.Go to article
Assessment in the time of COVID-19: Understanding patterns of student disengagement during remote low-stakes testing
This study compared the test taking disengagement of students taking a remotely administered an adaptive interim assessment in spring 2020 with their disengagement on the assessment administered in-school during fall 2019.
By: Steven Wise, Megan Kuhfeld, John Cronin
Topics: Equity, Innovations in reporting & assessment, School & test engagement
Measuring student reading comprehension performance: Considerations of accuracy, equity, and engagement by embedding comprehension items within reading passages
This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.
By: Meg Guerreiro, Elizabeth Barker, Janice Johnson
Topics: Equity, Innovations in reporting & assessment, Reading & language arts
It matters how you start: Early numeracy mastery predicts high school math course-taking and college attendance
Using data from the Applied Problems subtest of the Woodcock-Johnson Tests of Achievement administered to 1,364 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Childcare and Youth Development (SECCYD), this study measures children’s mastery of three numeric competencies (counting, concrete representational arithmetic and abstract arithmetic operations) at 54 months of age.
By: Pamela Davis-Kean, Thurston Domina, Megan Kuhfeld, Alexa Ellis, Elizabeth Gershoff
Topics: College & career readiness, Early learning, Math & STEM
Identifying students who are off-track academically in 9th grade: The role of social-emotional learning trajectories
This study examined the stability of social-emotional learning (SEL) skills and the extent to which students’ initial level in SEL skills in 6th grade and growth in SEL skills from 6th to 8th grade are related to students’ successful transition to secondary school. Findings suggest that understanding how a student develops social-emotionally can improve identification of students not on track to succeed in high school.
By: James Soland, Megan Kuhfeld
Topics: High school, Middle school, Social-emotional learning
Variation in respondent speed and its implications: Evidence from an adaptive testing scenario
The more frequent collection of response time data is leading to an increased need for an understanding of how such data can be included in measurement models. Models for response time have been advanced, but relatively limited large-scale empirical investigations have been conducted. We take advantage of a large data set from the adaptive NWEA MAP Growth Reading Assessment to shed light on emergent features of response time behavior.
By: Benjamin Domingue, Klint Kanopka, Ben Staug, James Soland, Megan Kuhfeld, Steven Wise, Chris Piech
Topics: Innovations in reporting & assessment, School & test engagement
A method for identifying partial test-taking engagement
This paper describes a method for identifying partial engagement and provides validation evidence to support its use and interpretation. When test events indicate the presence of partial engagement, effort-moderated scores should be interpreted cautiously.
By: Steven Wise, Megan Kuhfeld
Topics: Innovations in reporting & assessment, Measurement & scaling, School & test engagement
Exploring the educational impacts of COVID-19
This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.
By: Greg King
Topics: COVID-19 & schools, Innovations in reporting & assessment