Using test scores for teacher evaluation: Why caution is necessary
TASA INSIGHT Magazine, 28(1), 15–17.
This article offers insight and guidance on issues to think about before tests are used as an evaluation tool and to help ensure better choices are made about the role test scores play in a teacher’s evaluation.
This article was published outside of NWEA. The full text can be found at the link above.
Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscape— discovering the past, highlighting our present progress, and uncovering new areas to explore.
By: Elizabeth Barker
Schools are increasingly held accountable for their contributions to students’ academic growth in math and reading. Under The Every Student Succeeds Act, most states are estimating how much schools improve student achievement over time and using those growth metrics to identify the bottom 5% of schools for remediation.
Using assessment metadata to quantify the impact of test disengagement on estimates of educational effectiveness
In this study, we examine the impact of two techniques to account for test disengagement—(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed items—on estimates of school contributions to student growth, achievement gaps, and summer learning loss.
Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation
Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).
The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes
This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Guirong Li, Millie Lin, Chengfang Liu, Angela Johnson, Yanyan Li, Prashant Loyalka
Advancing educational quality in Rwanda: Improving teachers’ literacy pedagogy and print environments
This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.”
By: Angela Johnson, Catherine Galloway, Elliot Friedlander, Claude Goldenberg
Learn more about our examination of student disengagement and how it may bias estimates of effectiveness based on observed test results.