COVID-19 forced educational institutions to work digitally. Universities were not prepared for online assessment during the lockdown. Teachers faced many challenges when assessing students online; they were afraid that they produced inefficient or fake results. This study aims to understand the factors that affect the efficiency of e-assessment…

The purpose of this study is to examine the effects of nudges on online college students' use of the Diagnostic Assessment and Achievement of College Skills (DAACS), a suite of free, online assessments, feedback, and resources designed to optimize student success in college. The results indicate that the nudges had an effect on students'…

This study explored the impact of the Covid-19 pandemic on the academic quality of a Foundation in Engineering programme. A Course Experience Questionnaire (CEQ) was administered before and during the pandemic to evaluate the six dimensions of academic quality--assessment, workload, teaching, academic environment, standards, and skills…

This pilot study examines digital SAT® score relationships with first-year college performance. Results show that digital SAT scores predict college performance as well as paper and pencil SAT scores, and that digital SAT scores meaningfully improve our understanding of a student's readiness for college above high school grade point average…

Over the past several years, content experts, psychometricians, and researchers have been hard at work developing, refining, and studying the digital SAT. The work is grounded in foundational best practices and advances in measurement and assessment design, with fairness for students informing all of the work done. This paper shares learnings from…

Almost two-thirds of students entering a community college and a third of students entering a 4-year college lack basic math and writing skills, and they often find themselves placed in developmental or remedial courses in their first year of college. Unfortunately, students placed into remedial math and English courses often have poorer…

We examine the impact of remedial and developmental courses on college students with varying levels of academic preparedness, thus focusing on a wider range of students than previous studies. Using a regression discontinuity design, we provide causal estimates of the effects of placement in different levels of remedial courses on short-,…

The Every Student Succeeds Act (ESSA) provides greater flexibility in state accountability systems than did previous federal legislation. In response, many states continue to refine their accountability systems to include college readiness tests, including college admissions and placement exams. This paper summarizes perspectives of K-12…

The Spring 2020 Nebraska Student-Centered Assessment System (NSCAS) General Summative testing was cancelled due to COVID-19. This technical report documents the processes and procedures that had been implemented to support the Spring 2020 assessments prior to the cancellation. The following sections are presented in this technical report: (1)…

The overall purpose of the research studies described in this report was to investigate the quality of the administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) field test during the spring of 2014. These research studies were conducted for the purpose of formative evaluation. Findings from these studies are…

The Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Systems (SBAC) started in the 2014-2015 academic year and has been regarded by many in the field as a radical effort to improve the American English Language Art (ELA) educational standards. These two consortia, being aligned with Common…

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a set of assessments that measure whether students are on track to be successful in college and their careers. These high-quality, computer-based K-12 assessments in mathematics and English language arts/literacy (ELA/L)…

This technical report documents the processes and procedures implemented to support the Spring 2019 Nebraska Student-Centered Assessment System (NSCAS) General Summative English Language Arts (ELA), Mathematics, and Science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the…

On the surface, this chapter concerns the evolution of educational assessment from a paper-based technology to an electronic one. On a deeper level, that evolution is more substantive. In the first section of this chapter, those stages are briefly described and used to place the new generation of assessments being created by the two comprehensive…

Measures of Academic Progress® (MAP®) computer adaptive interim assessments serve many purposes, from informing instruction to identifying students for intervention to projecting proficiency on state accountability assessments. To make sure its flagship product does the latter, Northwest Evaluation Association™ (NWEA™) routinely conducts studies…