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Darling-Hammond, Linda – Learning Policy Institute, 2017
After passage of the Every Student Succeeds Act (ESSA) in 2015, states assumed greater responsibility for designing their own accountability and assessment systems. ESSA requires states to measure "higher order thinking skills and understanding" and encourages the use of open-ended performance assessments, which are essential for…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
Darling-Hammond, Linda – Council of Chief State School Officers, 2017
The Every Student Succeeds Act (ESSA) opened up new possibilities for how student and school success are defined and supported in American public education. States have greater responsibility for designing and building their assessment and accountability systems. These new opportunities to develop performance assessments are critically important…
Descriptors: Performance Based Assessment, Accountability, Portfolios (Background Materials), Task Analysis
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Ahmed, Ayesha; Pollitt, Alastair – Assessment in Education: Principles, Policy & Practice, 2010
The two most common models for assessment involve measuring "how well" students perform on a task (the "quality model"), and "how difficult" a task students can succeed on (the "difficulty model"). By exploiting the interactive potential of computers we may be able to use a third model: measuring "how…
Descriptors: Student Evaluation, Computer Assisted Testing, Student Needs, Test Validity
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Lissitz, Robert W.; Hou, Xiaodong; Slater, Sharon Cadman – Journal of Applied Testing Technology, 2012
This article investigates several questions regarding the impact of different item formats on measurement characteristics. Constructed response (CR) items and multiple choice (MC) items obviously differ in their formats and in the resources needed to score them. As such, they have been the subject of considerable discussion regarding the impact of…
Descriptors: Computer Assisted Testing, Scoring, Evaluation Problems, Psychometrics
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Kim, Do-Hong; Huynh, Huynh – Educational and Psychological Measurement, 2008
The current study compared student performance between paper-and-pencil testing (PPT) and computer-based testing (CBT) on a large-scale statewide end-of-course English examination. Analyses were conducted at both the item and test levels. The overall results suggest that scores obtained from PPT and CBT were comparable. However, at the content…
Descriptors: Reading Comprehension, Computer Assisted Testing, Factor Analysis, Comparative Testing
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Cornell, Dewey G.; Krosnick, Jon A.; Chang, LinChiat – Educational Policy, 2006
How do students react to being told that they have failed a test required for high school graduation? In 2000, 7,989 students were wrongly informed that they had failed the Minnesota Basic Standards Test in mathematics. The authors conducted a survey of 911 of these students to assess the psychosocial impact of this event. More than 80% of…
Descriptors: Student Reaction, High Stakes Tests, Failure, Mathematics Tests