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Download full textHixson, Nate; Rhudy, Vaughn – West Virginia Department of Education, 2013
Student responses to the West Virginia Educational Standards Test (WESTEST) 2 Online Writing Assessment are scored by a computer-scoring engine. The scoring method is not widely understood among educators, and there exists a misperception that it is not comparable to hand scoring. To address these issues, the West Virginia Department of Education…
Descriptors: Scoring Formulas, Scoring Rubrics, Interrater Reliability, Test Scoring Machines
Peer reviewedOlsen, Robert B.; Unlu, Fatih; Price, Cristofer; Jaciw, Andrew P. – National Center for Education Evaluation and Regional Assistance, 2011
This report examines the differences in impact estimates and standard errors that arise when these are derived using state achievement tests only (as pre-tests and post-tests), study-administered tests only, or some combination of state- and study-administered tests. State tests may yield different evaluation results relative to a test that is…
Descriptors: Achievement Tests, Standardized Tests, State Standards, Reading Achievement
Huang, Denise; Leon, Seth; La Torre, Deborah; Mostafavi, Sima – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
Researchers and policymakers are increasingly interested in the impact of afterschool programs on youth development. Even though numerous studies have investigated the impact of afterschool participation on academic outcomes, there is limited research on the differential impact of afterschool programs based on students' participation rate. This…
Descriptors: After School Programs, Student Participation, Program Effectiveness, Educational Testing
Data Quality Campaign, 2010
States have made tremendous progress in developing longitudinal data systems that can track student progress and answer critical policy questions. However, more work is needed, particularly on certain elements. Data on course-taking and grades (element 6), college readiness test scores (element 7), and other feedback from post-secondary…
Descriptors: Academic Achievement, Feedback (Response), Tests, Longitudinal Studies
Stenvall, John Theodore; Stenvall, Marilyn J. – 2001
Research was conducted to assess interpretation, implications, and significance of the 2000 Advanced Placement Index (API) scores for California public schools. Multiple regression models were developed from the statistics on each type of school at the elementary, middle, and high school levels using traditional, double-session, year-round single,…
Descriptors: Academic Achievement, Educational Testing, Elementary Secondary Education, Public Schools
Alabama State Dept. of Postsecondary Education, Montgomery. – 2000
This study investigated the performance of Alabama College System (ACS) students on a Basic Skills Test (BST) and compared it with non-ACS students' scores to determine whether there were significant differences in achievement. The Alabama Basic Skills Test is required of all students seeking admission to teacher education programs at Alabama…
Descriptors: Basic Skills, College Outcomes Assessment, Comparative Analysis, Educational Testing
Tourangeau, Karen; Brick, Mike; Le, Thanh; Wan, Siu; Weant, Margaret; Nord, Christine; Vaden-Kiernan, Nancy; Hagedorn, Mary; Bissett, Elizabeth; Dulaney, Richard; Fowler, Jean; Pollack, Judith; Rock, Donald; Weiss, Michael J.; Atkins-Burnett, Sally; Hausken, Elvira Germino; West, Jerry; Rathbun, Amy; Walston, Jill – National Center for Education Statistics, 2004
This document highlights key information needed to work with the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data and points the reader to the appropriate sections of the User's Manual so that they can get started quickly. To read more about any particular topic, the reader should go to the indicated section of the…
Descriptors: Grade 5, Grade 3, Student Records, Kindergarten
Kober, Nancy; Chudowsky, Naomi; Chudowsky, Victor – Center on Education Policy, 2008
This report describes findings from the second year of the most comprehensive, intensive, and carefully constructed study to date of trends in student achievement in all 50 states since 2002, the year the No Child Left Behind Act (NCLB) was enacted. Last year, the Center on Education Policy (CEP), an independent nonprofit organization, began this…
Descriptors: Achievement Gap, Secondary Schools, Test Results, Low Income Groups
Florida State Board of Community Colleges, Tallahassee. – 1997
This document describes a study undertaken by Florida community colleges to analyze student reading rates, which currently vary by ethnicity. To assess this concept, median scores for students who failed the College Placement Test (CPT) were compared between different ethic backgrounds across all Florida community colleges. All areas of the CPT…
Descriptors: Community Colleges, Comparative Analysis, Educational Testing, Ethnicity
Kennedy, Cathleen A. – 2000
This paper discusses the measurement of unobservable or latent variables of students and how they contribute to learning in an online environment. It also examines the construct validity of two questionnaires: the College Experience Survey and the Computer Experience Study, which both measure different aspects of student attitudes and behavior…
Descriptors: Construct Validity, Distance Education, Educational Technology, Educational Testing
Coperthwaite, Corby A.; Ritchie, William F. – 2002
This document examines the possible impact of a proposed standardization of placement scores for college English throughout the Connecticut Community College system. The 12 Connecticut community colleges use Accuplacer for placement into college English. Each college, however, uses different placement cut-off scores, and has varying structures of…
Descriptors: Academic Standards, Community Colleges, Educational Testing, School Readiness
Manitoba Dept. of Education and Training, Winnipeg. Curriculum Development and Implementation Branch. – 1989
This preliminary report presents information about the first of four components of an assessment of social studies conducted in Manitoba (Canada) in June, 1989. The assessment was conducted at grades 4, 8, and 10. The four major components included: (1) a written or "pencil-and-paper" test for all three grade levels; (2) a survey of…
Descriptors: Educational Assessment, Educational Testing, Elementary Secondary Education, Grade 10
Haase, M.; Caffrey, Patrick – 1985
Studies and analyses conducted by the Assessment Center at Sacramento City College (SCC) between fall 1983 and fall 1984 provided the data on SCC's students and services which are presented in this report. Following an overview of the significant findings of the year's research efforts, part I sets forth the purpose of the report and part II…
Descriptors: Achievement Tests, Community Colleges, Educational Testing, Grades (Scholastic)
Haase, M.; Caffrey, Patrick – 1984
Studies and analyses conducted by the Assessment Center at Sacramento City College (SCC) during 1983 resulted in the data on SCC's students and services presented in this report. After section I sets forth the purpose of the report and section II reviews trends and priorities revealed by the center's activities, section III provides a statistical…
Descriptors: Academic Achievement, Achievement Tests, Community Colleges, Educational Testing
Applebaum, Wayne R. – 1979
The Rasch model was used to compare the grade equivalent scores which students of equal ability would have obtained, had they taken different levels of the Iowa Tests of Basic Skills (ITBS). Raw scores on items common to levels 9-14 of the ITBS (vocabulary subtest) were obtained from 6,000 students in Dallas, Texas. Rasch scales were used to…
Descriptors: Academic Ability, Achievement Tests, Educational Testing, Equated Scores
