Journal article
Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy
By: Ross Anderson, Meg Guerreiro, Jo Smith
Rapidāguessing behavior: Its identification, interpretation, and implications
The rise of computerābased testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multipleāchoice items.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
āNo Fun Gamesā: Engagement effects of two gameful assessment prototypes
Assessments with features of games propose to address student motivation deficits common in traditional assessments. This study examines the impact of two āgameful assessmentā prototypes on student engagement and teacher perceptions among 391 Grades 3ā7 students and 14 teachers in one Midwestern and one Northwestern school.
By: Chase Nordengren
Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure.
By: James Soland
This article addresses the issue by estimating teacher value added, then applying extremely mild nonlinear transformations to the original scale and re-estimating the value added. Although by definition at most one of these scales can be equal-interval, all are treated as if interval-scaled when estimating value added.
By: James Soland
Topics: Measurement & scaling, Student growth & accountability policies
This article details the early kindergarten transition (EKT) program evaluation study conducted by a universityādistrict partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.
By: Beth Tarasawa, Nicole Ralson, Jacqueline Waggoner
Topics: Empowering educators
A general approach to measuring test-taking effort on computer-based tests
The current study outlines a general process for measuring item-level effort that can be applied to an expanded set of item types and test-taking behaviors (such as omitted or constructed responses). This process, which is illustrated with data from a large-scale assessment program, should improve our ability to detect non-effortful test taking and perform individual score validation.
By: Steven Wise, Lingyun Gao
Topics: Measurement & scaling, Innovations in reporting & assessment, Student growth & accountability policies