Considerable literature is devoted to teachers' assessment use to support teaching and learning. The study examined the factor structure of a measure of teachers' assessment use along the assessments "of", "for", and "as" learning purpose dimensions. The study also examined the factor structure of teachers' perceived…

To promote and support teachers' professional growth in using formative assessment practices in the classroom, we developed and piloted a suite of materials which consists of a set of rubrics for ten dimensions of formative assessment and six self-reflection/peer-observation tools. We describe the iterative development process, the design…

Deep science understanding is reflected in students' ability to use content and skills when making sense of the world. Assessing deep understanding requires measuring complex constructs that combine elements of content and skills. To develop valid measures of complex constructs, we need to understand how their theoretical dimensionality, reflected…

Designing an effective K-12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the…

Over the past decade, large-scale testing programs have employed technology-enhanced items (TEI) to improve the fidelity with which an item measures a targeted construct. This paper presents findings from a review of released TEIs employed by large-scale testing programs worldwide. Analyses examine the prevalence with which different types of TEIs…

Comparing teachers' self-assessment to classes' assessment of quality of teaching can offer insights for educational research and be a valuable resource for teachers' continuous professional development. However, the quality of teaching needs to be measured in the same way across perspectives for this comparison to be meaningful. We used data from…

In most U.S. schools, teachers are evaluated using observation of teaching practice (OTP). This study investigates rater effects on OTP ratings among 421 principals in an authentic teacher evaluation system. Many-facet Rasch analysis (MFR) using a block of shared ratings revealed that principals generally (a) differentiated between more and less…

Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current…

This narrative synthesis reviews the psychometric properties of commercially and publicly available retell instruments used to assess the reading comprehension of students in grades K-12. Eleven instruments met selection criteria and were systematically coded for data related to the administration procedures, scoring procedures, and technical…

The purpose of this study was to test the validity of the Teachers' Conceptions of Assessment Scale III-Abridged Version (CoA-IIIA; Brown, 2006), a measure created, validated, and applied outside of North America, in a sample of Canadian preservice teachers (n = 436). This work is important because although we have long known that teachers'…

Twenty-eight studies of grades, over a century, were reviewed using the argument-based approach to validity suggested by Kane as a theoretical framework. The review draws conclusions about the meaning of graded achievement, its relation to tested achievement, and changes in the construct of graded achievement over time. "Graded…

The task of validating a teacher assessment and improvement system is similar whether the system operates in the United States or in another country. Chile has a national teacher evaluation system (NTES) that is standards based, uses multiple instruments, and is intended to serve both formative and summative purposes. For the past 6 years the…

In the United States, government mandates for educational accountability have prompted an increase in testing in K-12 and higher education settings, resulting in a generation of millennial students who have undergone repeated assessment over the course of their educational careers. The cumulative effects of testing may range from increasingly…

Prior research has shown that there is substantial variability in the degree to which the SAT and high school grade point average (HSGPA) predict 1st-year college performance at different institutions. This article demonstrates the usefulness of multilevel modeling as a tool to uncover institutional characteristics that are associated with this…

The purpose of this study was to validate inferences about scores of one task designed to measure subject matter knowledge and three tasks designed to measure aspects of pedagogical content knowledge. Evidence for the validity of inferences was based on two expectations. First, if tasks were sensitive to expertise, we would find group differences.…