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Ohio’s Third Grade Reading Guarantee is a program to identify students from kindergarten through third grade that are behind in reading.Under this program, schools are required to administer a reading...
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This study seeks to elevate the voices of parents and teachers to better discern their points of view about assessments in Texas today as they work together to drive better...
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Winning proposal by NWEA researchers in the Social-Emotional Assessment Design Challenge competition for assessments that measure social-emotional learning.
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This study evaluated the procedures for selecting students to be used as virtual comparisons in an effort to determine whether the random selection procedures created differences between the similar schools...
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Read Make Assessment Work for All Students: Multiple Measures Matter, the 2016 national survey conducted by NWEA and Gallup, to learn what students, parents, and educators really think about assessment. With...
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This paper was presented at the annual meeting of the National Council on Measurement in Education, April 2015 in Chicago IL. Author: Shudong Wang
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Presented at the annual meeting of the National Council on Measurement in Education (NCME), Chicago, April 2015. The reality that unmotivated test taking sometimes occurs has led researchers to consider measurement...
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Produced by NWEA and Grunwald Associates LLC, For Every Child, Multiple Measures: What Parents and Educators Want From K-12 Assessments gauges the assessment needs of parents, teachers and district administrators...
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Paper presented at the annual meeting of the National Council on Measurement in Education. By Shudong Wang, Hong Jiao and Liru Zhang
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Paper presented at the annual meeting of the National Council on Measurement in Education. By Shudong Wang
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Paper presented at the meeting of the American Educational Research Association (AERA). By Shudong Wang
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Paper presented at the annual meeting of the National Council on Measurement in Education. By Yun Xiang and Shudong Wang
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Paper presented at the annual meeting of the National Council on Measurement in Education By Shudong Want, Hong Jiao and Yun Xiang
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There are many challenges to providing validity evidence for CAT tests because of its uniqueness compared to fixed form tests. This study, using real data, provides empirical evidence of construct...
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This study tracks the academic growth of a large sample of students, all of them high achievers within their own schools, over a three-year period. Their achievement scores were matched with...
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This paper was presented at the 2012 National Council on Measurement in Education (NCME) Annual Conference. By Steven L. Wise and Lingling Ma
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This paper was presented at the 2012 National Council on Measurement in Education (NCME) Annual Conference. By Shudong Wang and Hong Jiao
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This paper was presented at the 2012 meeting of the American Educational Research Association (AERA). By Shudong Wang and Gregg Harris
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This paper was presented at the 2012 National Council on Measurement in Education (NCME) Annual Conference. By Liru Zhang and Shudong Wang
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It is a common practice for many standardized educational tests to employ a testlet-based format in which a bundle of items share a common stimulus (e.g., a reading passage or...
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An update to a 2007 report on proficiency (The Proficiency Illusion), this study looks at differences in the difficulty of proficiency cut scores, by state, grade, and subject. By Sarah...
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As more schools are held accountable for current state educational accountability systems, many criticisms have been leveled at the inadequacy and inconsistency of status-based measures. This study helps to view...
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This study investigated the relationships between when a test is administered and the amount of test-taking effort exhibited by examinees. Three time-related variables were investigated: the time of year the...
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This study, conducted in partnership with the Thomas B. Fordham Institute, examines NCLB and Adequate Yearly Progress (AYP) rules for 28 states. Based on this analysis, we can see how AYP...
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The study provides estimates linking proficient cut scores on five state assessments to equivalent scores on Measures of Academic Progress (MAP), a vertically scaled computer-adaptive assessment developed by NWEA.
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