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Direct linkMarinho, Nathalie L.; Witmer, Sara E.; Jess, Nicole; Roschmann, Sarina – Language Assessment Quarterly, 2023
The use of accommodations is often recommended to remove barriers to academic testing among English Learners (ELs). However, it is unclear whether accommodations are particularly effective at improving ELs' test scores. A growing foundation of empirical work has explored this topic. We conducted a meta-analysis that examined several possible…
Descriptors: English Language Learners, Testing Accommodations, Barriers, Scores
Download full textAshley Anne Grant; Michael A. Cook; Steven M. Ross – Center for Research and Reform in Education, 2023
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on reading achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) to students who only received i-Ready Diagnostic assessments and who were in schools only partially…
Descriptors: Individualized Instruction, Reading Achievement, Influences, Evaluation
Ashley A. Grant; Michael A. Cook; Steven M. Ross – Center for Research and Reform in Education, 2023
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared "striving learner" students who were assigned to use i-Ready Personalized Instruction (Treatment students) and "striving learner" students assigned to only receive i-Ready…
Descriptors: Mathematics Achievement, Elementary School Mathematics, Individualized Instruction, Influences
Ashley A. Grant; Michael A. Cook; Steven M. Ross – Center for Research and Reform in Education, 2023
The purpose of this evaluation was to examine the impact of i-Ready Personalized Instruction on math achievement, as measured by SBA scores. We compared students in schools using i-Ready Personalized Instruction school-wide (Treatment students) and students who only received i-Ready Diagnostic assessments and who were in schools only partially…
Descriptors: Elementary School Mathematics, Mathematics Achievement, Mathematics Tests, Individualized Instruction
Ackerman, Debra J. – ETS Research Report Series, 2018
Kindergarten entry assessments (KEAs) have increasingly been incorporated into state education policies over the past 5 years, with much of this interest stemming from Race to the Top--Early Learning Challenge (RTT-ELC) awards, Enhanced Assessment Grants, and nationwide efforts to develop common K-12 state learning standards. Drawing on…
Descriptors: Screening Tests, Kindergarten, Test Validity, Test Reliability
Brandt, Rusty; Bercovitz, Elizabeth; McNally, Susan; Zimmerman, Linda – Partnership for Assessment of Readiness for College and Careers, 2015
A usability study was conducted by the Research and Innovation Network and Assessment Solutions Design to assess the usability of a drawing response interaction type. The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on…
Descriptors: Usability, Partnerships in Education, Consortia, Career Readiness
Brandt, Rusty; Bercovitz, Elizabeth; Zimmerman, Linda – Partnership for Assessment of Readiness for College and Careers, 2015
The Partnership for Assessment of Readiness for College and Careers (PARCC) commissioned a multi-part study to determine the viability of using the drawing response interaction on the PARCC Mathematics Assessment. This study in particular focused on students with disabilities. PARCC has over 40 interaction types on the summative assessments. Why…
Descriptors: Usability, Freehand Drawing, Computer Software, Computer Assisted Testing
Pomplun, Mark; Ritchie, Timothy; Custer, Michael – Educational Assessment, 2006
This study investigated factors related to score differences on computerized and paper-and-pencil versions of a series of primary K-3 reading tests. Factors studied included item and student characteristics. The results suggest that the score differences were more related to student than item characteristics. These student characteristics include…
Descriptors: Reading Tests, Student Characteristics, Response Style (Tests), Socioeconomic Status
