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Direct linkAlbano, Anthony D.; Cai, Liuhan; Lease, Erin M.; McConnell, Scott R. – Journal of Educational Measurement, 2019
Studies have shown that item difficulty can vary significantly based on the context of an item within a test form. In particular, item position may be associated with practice and fatigue effects that influence item parameter estimation. The purpose of this research was to examine the relevance of item position specifically for assessments used in…
Descriptors: Test Items, Computer Assisted Testing, Item Analysis, Difficulty Level
Van Norman, Ethan R.; Nelson, Peter M.; Parker, David C. – School Psychology Quarterly, 2017
Computer adaptive tests (CATs) hold promise to monitor student progress within multitiered systems of support. However, the relationship between how long and how often data are collected and the technical adequacy of growth estimates from CATs has not been explored. Given CAT administration times, it is important to identify optimal data…
Descriptors: Computer Assisted Testing, Progress Monitoring, Grade 4, Grade 5
Wilson, Joshua – Reading and Writing: An Interdisciplinary Journal, 2017
The present study examined growth in writing quality associated with feedback provided by an automated essay evaluation system called PEG Writing. Equal numbers of students with disabilities (SWD) and typically-developing students (TD) matched on prior writing achievement were sampled (n = 1196 total). Data from a subsample of students (n = 655)…
Descriptors: Computer Assisted Testing, Essays, Writing Evaluation, Writing Skills
Evers, Arne; McCormick, Carina M.; Hawley, Leslie R.; Muñiz, José; Balboni, Giulia; Bartram, Dave; Boben, Dusica; Egeland, Jens; El-Hassan, Karma; Fernández-Hermida, José R.; Fine, Saul; Frans, Örjan; Gintiliené, Grazina; Hagemeister, Carmen; Halama, Peter; Iliescu, Dragos; Jaworowska, Aleksandra; Jiménez, Paul; Manthouli, Marina; Matesic, Krunoslav; Michaelsen, Lars; Mogaji, Andrew; Morley-Kirk, James; Rózsa, Sándor; Rowlands, Lorraine; Schittekatte, Mark; Sümer, H. Canan; Suwartono, Tono; Urbánek, Tomáš; Wechsler, Solange; Zelenevska, Tamara; Zanev, Svetoslav; Zhang, Jianxin – International Journal of Testing, 2017
On behalf of the International Test Commission and the European Federation of Psychologists' Associations a world-wide survey on the opinions of professional psychologists on testing practices was carried out. The main objective of this study was to collect data for a better understanding of the state of psychological testing worldwide. These data…
Descriptors: Testing, Attitudes, Surveys, Psychologists
Higgs, Karyn; Magliano, Joseph P.; Vidal-Abarca, Eduardo; Martínez, Tomas; McNamara, Danielle S. – Discourse Processes: A multidisciplinary journal, 2017
Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates…
Descriptors: Task Analysis, Reading Processes, Reading Strategies, Correlation
Nissen, Jayson M.; Jariwala, Manher; Close, Eleanor W.; Van Dusen, Ben – International Journal of STEM Education, 2018
Background: High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes research-based assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify…
Descriptors: Research Design, College Students, Science Instruction, Physics
Download full textLi, Zhi; Feng, Hui-Hsien; Saricaoglu, Aysel – CALICO Journal, 2017
This classroom-based study employs a mixed-methods approach to exploring both short-term and long-term effects of Criterion feedback on ESL students' development of grammatical accuracy. The results of multilevel growth modeling indicate that Criterion feedback helps students in both intermediate-high and advanced-low levels reduce errors in eight…
Descriptors: Feedback (Response), Criterion Referenced Tests, Computer Assisted Testing, Writing Tests
Kosh, Audra E.; Greene, Jeffrey A.; Murphy, P. Karen; Burdick, Hal; Firetto, Carla M.; Elmore, Jeff – Educational Measurement: Issues and Practice, 2018
We explored the feasibility of using automated scoring to assess upper-elementary students' reading ability through analysis of transcripts of students' small-group discussions about texts. Participants included 35 fourth-grade students across two classrooms that engaged in a literacy intervention called Quality Talk. During the course of one…
Descriptors: Computer Assisted Testing, Small Group Instruction, Group Discussion, Student Evaluation
Shapiro, Edward S.; Dennis, Minyi Shih; Fu, Qiong – School Psychology Quarterly, 2015
The purpose of the study was to compare the use of a Computer Adaptive Test and Curriculum-Based Measurement in the assessment of mathematics. This study also investigated the degree to which slope or rate of change predicted student outcomes on the annual state assessment of mathematics above and beyond scores of single point screening…
Descriptors: Computer Assisted Testing, Adaptive Testing, Curriculum Based Assessment, Mathematics Tests
Higgs, Karyn; Magliano, Joseph P.; Vidal-Abarca, Eduardo; Martínez, Tomas; McNamara, Danielle S. – Grantee Submission, 2015
Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates…
Descriptors: Correlation, Individual Differences, Undergraduate Students, Reading Processes
Kahraman, Nilufer; Cuddy, Monica M.; Clauser, Brian E. – Applied Psychological Measurement, 2013
This research explores the usefulness of latent growth curve modeling in the study of pacing behavior and test speededness. Examinee response times from a high-stakes, computerized examination, collected before and after the examination was subjected to a timing change, were analyzed using a series of latent growth curve models to detect…
Descriptors: Pacing, Models, Reaction Time, Timed Tests
Wüstenberg, Sascha; Greiff, Samuel; Vainikainen, Mari-Pauliina; Murphy, Kevin – Journal of Educational Psychology, 2016
Changes in the demands posed by increasingly complex workplaces in the 21st century have raised the importance of nonroutine skills such as complex problem solving (CPS). However, little is known about the antecedents and outcomes of CPS, especially with regard to malleable external factors such as classroom climate. To investigate the relations…
Descriptors: Individual Differences, Problem Solving, Difficulty Level, Foreign Countries
Wilson, Joshua; Olinghouse, Natalie G.; Andrada, Gilbert N. – Learning Disabilities: A Contemporary Journal, 2014
The current study examines data from students in grades 4-8 who participated in a statewide computer-based benchmark writing assessment that featured automated essay scoring and automated feedback. We examined whether the use of automated feedback was associated with gains in writing quality across revisions to an essay, and with transfer effects…
Descriptors: Writing Skills, Writing Ability, Feedback (Response), Computer Mediated Communication
