Non-cognitive skills are routinely measured using self-reports in the context of large-scale international assessments. However questions remain on the adequacy of self-reports to conduct comparisons. Measures that exploit test-taker's behaviour during the completion of questionnaires or of the cognitive tests have been proposed in the literature…

Purposes: This study uses think-alouds and cognitive interviews to provide validity evidence for an online formative assessment--i-Ready Standards Mastery (iSM) mini-assessments--which involves a heavy use of innovative items. iSM mini-assessments are intended to help teachers determine student understanding of each of the on-grade-level Common…

There are many ways to assess creativity. The most commonly used measures of creativity include divergent thinking tests and a variety of self-report instruments. In the meantime, teacher rating has been playing an increasingly important role in selecting creative students. However, the relationships among various creativity assessment approaches…

With rising importance of collaborative problem-solving skills (CLPS) for the new information age, the PISA 2015 assessed students' CLPS skills on a large scale. This new attempt to measure CLPS raises an issue of validity. The purpose of this research is to examine evidence for convergent validity of CLPS through investigating the relationships…

High school graduation is "not yet a reliable indicator of college readiness", (Gaertner & McClarty, 2015, p2). As such, researchers are investigating the use of non-cognitive factors as predictors of college and career readiness (CCR). The College and Career Readiness English Language Arts (ELA) Scale was designed to measure…

This study developed and validated an instrument for assessing teachers' perceptions of culturally responsive teaching (CRT) in technology-supported learning environments. The construct validity of this instrument was examined via confirmatory factor analysis and the multiple dimensional partial credit model (MPCM) for item responses. Results…

The purpose of this study was to begin the development of a sound psychometric instrument that could be used to measure school health within the Caribbean region. As initial steps, this study located school climate surveys (teacher version and student version) developed by USA scholars for Chicago inner city schools. In collaboration with a…

This study provides the results of a latent class analysis (LCA) using data from the Trends in International Mathematics and Science Study -- 2011 (TIMSS-2011) with a focus on the 8th grade mathematics section. The study presents the analysis of item data with Mplus 7.31 to determine if results obtained yielded distinct latent subgroups. The data…

This study describes how a secondary school teacher in Trinidad and Tobago implemented opportunities for reasoning and proof in Geometry. Data were collected via teaching observations, teacher interviews, audio, and video recording. The analysis of the data suggested that the teacher used open-ended questioning, revoicing, group work, and…

The purpose of the current study is to estimate reliability, internal consistency, and construct validity of the Measure of Instruction for Creative Engagement (MICE) instrument. The MICE instrument used an iterative process of evidence collection and scoring through teacher observations to determine instructional domain ratings and overall…

This study focuses on development of an instrument to measure teacher efficacy in online classrooms. Two focus groups were conducted to explore K-12 online teacher beliefs about challenges, capacities, and constraints of teaching online. Compared with traditional efficacy measures, participants placed more emphasis on relationships with family and…

Validity evidence to support the use of exam scores for admission to postsecondary institutions is generally provided in the form of correlation coefficients. The measures used to establish the correlations are scores on a particular entrance exam and most typically a student's first-year college grade point average (FYGPA). Correlations…

Interactions between teachers and students contribute to the quality of the classroom setting and growing evidence that the affective undertone of these interactions matters when considering outcomes for both the students and the teachers they serve. Although numerous measures of teacher-student interactions exist, relying on self-report or…