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On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments
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Cohen, Dale; Tracy, Ryan; Cohen, Jon – Applied Measurement in Education, 2017
This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics…
Descriptors: English (Second Language), Glossaries, Testing Accommodations, Measurement
Assessment of Complex Problem Solving: What We Know and What We Don't Know
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Herde, Christoph Nils; Wüstenberg, Sascha; Greiff, Samuel – Applied Measurement in Education, 2016
Complex Problem Solving (CPS) is seen as a cross-curricular 21st century skill that has attracted interest in large-scale-assessments. In the Programme for International Student Assessment (PISA) 2012, CPS was assessed all over the world to gain information on students' skills to acquire and apply knowledge while dealing with nontransparent…
Descriptors: Problem Solving, Achievement Tests, Foreign Countries, International Assessment
The Impact of Personality and Test Conditions on Mathematical Test Performance
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Hayes, Heather; Embretson, Susan E. – Applied Measurement in Education, 2013
Online and on-demand tests are increasingly used in assessment. Although the main focus has been cheating and test security (e.g., Selwyn, 2008) the cross-setting equivalence of scores as a function of contrasting test conditions is also an issue that warrants attention. In this study, the impact of environmental and cognitive distractions, as…
Descriptors: College Students, Computer Assisted Testing, Problem Solving, Physical Environment
Two Approaches for Identifying Low-Motivated Students in a Low-Stakes Assessment Context
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Swerdzewski, Peter J.; Harmes, J. Christine; Finney, Sara J. – Applied Measurement in Education, 2011
Many universities rely on data gathered from tests that are low stakes for examinees but high stakes for the various programs being assessed. Given the lack of consequences associated with many collegiate assessments, the construct-irrelevant variance introduced by unmotivated students is potentially a serious threat to the validity of the…
Descriptors: Computer Assisted Testing, Student Motivation, Inferences, Universities
Understanding Self-Adapted Testing: The Perceived Control Hypothesis.
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Wise, Stephen L. – Applied Measurement in Education, 1994
This article summarizes prior research findings on self-adapted testing (SAT) and examines the hypothesis that positive effects from SAT are the result of examinees perceiving greater control over the testing situation, which may lead to reduced test anxiety and improved performance. Prior research on perceived control is also discussed. (SLD)
Descriptors: Adaptive Testing, Cognitive Processes, Computer Assisted Testing, Educational Research
The Cognitive Equivalence of Reading Comprehension Test Items via Computerized and Paper-and-Pencil Administration.
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Kobrin, Jennifer L.; Young, John W. – Applied Measurement in Education, 2003
Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)
Descriptors: Cognitive Processes, College Students, Computer Assisted Testing, Difficulty Level