Measurement & scaling



An investigation of examinee test-taking effort on a large-scale assessment
Most previous research involving the study of response times has been conducted using locally developed instruments. The purpose of the current study was to examine the amount of rapid-guessing behavior within a commercially available, low-stakes instrument.
By: Steven Wise, J. Carl Setzer, Jill R. van den Heuvel, Guangming Ling
Topics: Measurement & scaling, School & test engagement, Student growth & accountability policies


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
Topics: Measurement & scaling, Computer adaptive testing, Item response theory


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
Topics: Measurement & scaling, Growth modeling


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
Topics: Measurement & scaling, Test design


The phantom collapse of student achievement in New York
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


The utility of adaptive testing in addressing the problem of unmotivated examinees
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
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement