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Direct linkNese, Joseph F. T.; Kamata, Akihito – School Psychology, 2021
Curriculum-based measurement of oral reading fluency (CBM-R) is widely used across the United States as a strong indicator of comprehension and overall reading achievement, but has several limitations including errors in administration and large standard errors of measurement. The purpose of this study is to compare scoring methods and passage…
Descriptors: Curriculum Based Assessment, Oral Reading, Reading Fluency, Reading Tests
Download full textNeitzel, Jennifer; Early, Diane; Sideris, John; LaForrett, Doré; Abel, Michael B.; Soli, Margaret; Davidson, Dawn L.; Haboush-Deloye, Amanda; Hestenes, Linda L.; Jenson, Denise; Johnson, Cindy; Kalas, Jennifer; Mamrak, Angela; Masterson, Marie L.; Mims, Sharon U.; Oya, Patti; Philson, Bobbi; Showalter, Megan; Warner-Richter, Mallory; Kortright Wood, Jill – Journal of Early Childhood Research, 2019
The Early Childhood Environment Rating Scales, including the "Early Childhood Environment Rating Scale--Revised" (Harms et al., 2005) and the "Early Childhood Environment Rating Scale, Third Edition" (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent…
Descriptors: Rating Scales, Early Childhood Education, Educational Quality, Scoring
Gorgun, Guher; Bulut, Okan – Educational and Psychological Measurement, 2021
In low-stakes assessments, some students may not reach the end of the test and leave some items unanswered due to various reasons (e.g., lack of test-taking motivation, poor time management, and test speededness). Not-reached items are often treated as incorrect or not-administered in the scoring process. However, when the proportion of…
Descriptors: Scoring, Test Items, Response Style (Tests), Mathematics Tests
Schoen, Robert C.; Yang, Xiaotong; Tazaz, Amanda M.; Bray, Wendy S.; Farina, Kristy – Grantee Submission, 2019
The "2016 Knowledge for Teaching Early Elementary Mathematics" (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). In this report, we present results of the first large-scale field test…
Descriptors: Test Construction, Elementary School Mathematics, Elementary School Teachers, Knowledge Base for Teaching
Michelle M. Neumann; Jason L. Anthony; Noé A. Erazo; David L. Neumann – Grantee Submission, 2019
The framework and tools used for classroom assessment can have significant impacts on teacher practices and student achievement. Getting assessment right is an important component in creating positive learning experiences and academic success. Recent government reports (e.g., United States, Australia) call for the development of systems that use…
Descriptors: Early Childhood Education, Futures (of Society), Educational Assessment, Evaluation Methods
Nilsen, Trude; Slot, Pauline; Cigler, Hynek; Chen, Minge – OECD Publishing, 2020
Situational Judgement Questions (SJQs) measuring process quality were included in the OECD Starting Strong Teaching and Learning International Survey 2018 (TALIS Starting Strong 2018) to address concerns of self-report bias in large-scale international surveys. These SJQs provide the staff in early childhood education and care with situations…
Descriptors: Educational Quality, Situational Tests, Administrator Surveys, Teacher Surveys
Steedle, Jeffrey; LaSalle, Amy – Partnership for Assessment of Readiness for College and Careers, 2016
Partnership for Assessment of Readiness for College and Careers (PARCC) Operational Study 4 Component 3 was designed to compare performance on PARCC mathematics field-test items for grade 3 taken with and without a drawing tool. For the 2016 testing window, five field-test items were selected to have the directions edited to allow students to…
Descriptors: Grade 3, Mathematics Tests, Test Items, Freehand Drawing
Schoen, Robert C.; Liu, Sicong; Yang, Xiaotong; Paek, Insu – Grantee Submission, 2017
The Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our…
Descriptors: Mathematics Achievement, Fractions, Mathematics Tests, Grade 3
Schoen, Robert C.; Anderson, Daniel; Riddell, Claire M.; Bauduin, Charity – Online Submission, 2018
This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3-5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating…
Descriptors: Elementary School Students, Elementary School Mathematics, Grade 3, Grade 4
Schoen, Robert C.; Yang, Xiaotong; Liu, Sicong; Paek, Insu – Grantee Submission, 2017
The Early Fractions Test v2.2 is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test v2.2 is to serve as a measure of student outcomes in a randomized trial designed to estimate the effect of an educational…
Descriptors: Psychometrics, Mathematics Tests, Mathematics Achievement, Fractions
Schoen, Robert C.; Anderson, Daniel; Bauduin, Charity – Online Submission, 2017
This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,535 participating grade K, 1, and 2 students in 66 schools located in 9 public school districts in Florida during spring…
Descriptors: Elementary School Students, Elementary School Mathematics, Kindergarten, Grade 1
Schoen, Robert C.; Anderson, Daniel; Champagne, Zachary; Bauduin, Charity – Online Submission, 2017
This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,486 participating grade K, 1, and 2 students in 67 schools located in 10 public school districts in Florida during fall 2015.…
Descriptors: Elementary School Students, Elementary School Mathematics, Kindergarten, Grade 1
New Meridian Corporation, 2020
The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and…
Descriptors: Language Arts, Literacy Education, Mathematics Education, Summative Evaluation
New Meridian Corporation, 2020
The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics assessments in grades 3 through 8 and high school. New Meridian, in coordination with multiple states and vendors, developed an alternate form of the summative assessment to…
Descriptors: Language Arts, Literacy Education, Mathematics Education, Summative Evaluation
He, Wei; Wolfe, Edward W. – Educational and Psychological Measurement, 2012
In administration of individually administered intelligence tests, items are commonly presented in a sequence of increasing difficulty, and test administration is terminated after a predetermined number of incorrect answers. This practice produces stochastically censored data, a form of nonignorable missing data. By manipulating four factors…
Descriptors: Individual Testing, Intelligence Tests, Test Items, Test Length
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