Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Secondary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Texas | 2 |
| Arizona | 1 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Idaho | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Kansas | 1 |
| Maine | 1 |
| Maryland | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSarac, Merve; Loken, Eric – International Journal of Testing, 2023
This study is an exploratory analysis of examinee behavior in a large-scale language proficiency test. Despite a number-right scoring system with no penalty for guessing, we found that 16% of examinees omitted at least one answer and that women were more likely than men to omit answers. Item-response theory analyses treating the omitted responses…
Descriptors: English (Second Language), Language Proficiency, Language Tests, Second Language Learning
Download full textCronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
