In the current study, two pools of 250 essays, all written as a response to the same prompt, were rated by two groups of raters (14 or 15 raters per group), thereby providing an approximation to the essay's true score. An automated essay scoring (AES) system was trained on the datasets and then scored the essays using a cross-validation scheme. By…

By far, the most frequently used method of validating (the interpretation and use of) automated essay scores has been to compare them with scores awarded by human raters. Although this practice is questionable, human-machine agreement is still often regarded as the "gold standard." Our objective was to refine this model and apply it to…

The current study examines how using a multidimensional battery of predictors (high-school grade point average (GPA), SAT/ACT, and biodata), and weighting the predictors based on the different values institutions place on various student performance dimensions (college GPA, organizational citizenship behaviors (OCBs), and behaviorally anchored…

A process for judging the alignment between curriculum standards and assessments developed by the author is presented. This process produces information on the relationship of standards and assessments on four alignment criteria: Categorical Concurrence, Depth of Knowledge Consistency, Range of Knowledge Correspondence, and Balance of…

Ten states participated in a cross-state scoring workshop in 1991, evaluating writing from elementary school, middle school, and high school students. Correlation of scores assigned by readers from one state with those from readers from another state were generally quite high. Implications for defining common standards are discussed. (SLD)