Implementing a randomized controlled trial design, the present study investigated the effects of two types of accommodations, linguistic modification and a glossary, for English learners (ELs) taking a computer-based mathematics assessment. Process data including response time and clicks on glossary words were also examined to better interpret…

The present meta-analysis sought to quantify the average degree of aggregated test score distortion due to rapid guessing (RG). Included studies group-administered a low-stakes cognitive assessment, identified RG via response times, and reported the rate of examinees engaging in RG, the percentage of RG responses observed, and/or the degree of…

We explored three approaches to resolving or re-scoring constructed-response items in mixed-format assessments: rater agreement, person fit, and targeted double scoring (TDS). We used a simulation study to consider how the three approaches impact the psychometric properties of student achievement estimates, with an emphasis on person fit. We found…

Questioning individuals about future behavior influences the subsequent performance of that behavior. This question-behavior effect may be enhanced when questions include positive self-identity prompts. To evaluate the effectiveness of this intervention in a testing context, we randomly assigned examinees to one of three conditions prior to…

The indirect effect of perceived test importance on test performance via examinee effort is often modeled using importance and effort scores measured "after" test completion, which does not align with their theoretical temporal ordering. These retrospectively measured scores may be influenced by examinees' test performance. To…

Individual-level score reports represent a common artifact in teacher-parent communication about standardized tests. Previous research has documented challenges in communicating student achievement. Researchers have also leveraged teachers in the process of score report design. Little is known, however, about teachers' experiences with using score…

Test-taking effort relates to performance on low-stakes tests; thus, researchers and assessment practitioners have investigated what influences students to put forth effort when completing these tests. Using a longitudinal design, we evaluated the often-cited effect of perceived test importance on test-taking effort. More specifically, a 29-item…

As more states move to universal computer-based assessments, an emergent issue concerns the effect that device type might have on student results. Although, several research studies have explored device effects, most of these studies focused on the differences between tablets and desktops/laptops. In the current study, we distinguish between…

The arrival of the COVID-19 pandemic had a profound effect on K-12 education. Most schools transitioned to remote instruction, and some used remote testing to assess student learning. Remote testing, however, is less controlled than in-school testing, leading to concerns regarding test-taking engagement. This study compared the disengagement of…

Over the past decade, large-scale testing programs have employed technology-enhanced items (TEI) to improve the fidelity with which an item measures a targeted construct. This paper presents findings from a review of released TEIs employed by large-scale testing programs worldwide. Analyses examine the prevalence with which different types of TEIs…

Recent educational and psychological research has highlighted shifting workplace requirements and change required to equip the emerging workforce with skills for the 21st century. The emergence of these highlights the issues, and drives the importance, of new methods of assessment. This study addresses some of the issues by describing a scoring…

Considerable research has examined the use of rapid guessing measures to identify disengaged item responses. However, little is known about students who rapidly guess over the course of several tests. In this study, we use achievement test data from six administrations over three years to investigate whether rapid guessing is a stable trait-like…

Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the…

Increasing linguistic diversity in classrooms has led researchers to examine the validity and fairness of standardized achievement tests, specifically concerning whether test score interpretations are free of bias and score use is fair for all students. This study examined whether mathematics achievement test items that contain complex language…

We address valid testing for English language learners (ELLs)--students in the United States who are schooled in English while they are still acquiring English as a second language. Also, we address the need for procedures for systematically developing ELL testing accommodations--changes in tests intended to support ELLs to gain access to the…