Journal article
Predicting time to reclassification for English learners: A joint modeling approach
The development of academic English proficiency and the time it takes to reclassify to fluent English proficient status are key issues in English learner (EL) policy. This article develops a shared random effects model (SREM) to estimate English proficiency development and time to reclassification simultaneously, treating student-specific random effects as latent covariates in the time to reclassification model.
By: Tyler Matta, James Soland
Are test and academic disengagement related? Implications for measurement and practice
In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items.
By: Emily Wolk, Sharon Bi, Tran Keys
Topics: High school, School & test engagement, Social-emotional learning
This paper briefly discusses the trade-offs involved in making such a transition, and then focuses on a relatively unexplored benefit of computer-based tests ā the control of construct-irrelevant factors that can threaten test score validity.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Seven successful strategies for literate assessment
Evidence that suggests principalsā knowledge and skills in relation to assessment leadershipāsuch as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instructionāare of fundamental importance to building assessment literacy among their teachers.
By: Beth Tarasawa, Amelia Wenk Gotwals, Cara Jackson
Topics: Empowering educators, High-growth schools & practices
When computer-based tests are used, disengagement can be detected through occurrences of rapid-guessing behavior. This empirical study investigated the impact of a new effort monitoring feature that can detect rapid guessing, as it occurs, and notify proctors that a test taker has become disengaged.
By: Steven Wise, Megan Kuhfeld, James Soland
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Identifying disengaged survey responses: New evidence using response time metadata
In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.
By: James Soland, Steven Wise, Lingyun Gao
Learning styles: Considerations for technology enhanced item design: Learning styles
Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.
By: Deborah Adkins, Meg Guerreiro
Topics: Innovations in reporting & assessment, Empowering educators