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Impact of Design Effects in Large-Scale District and State Assessments
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Phillips, Gary W. – Applied Measurement in Education, 2015
This article proposes that sampling design effects have potentially huge unrecognized impacts on the results reported by large-scale district and state assessments in the United States. When design effects are unrecognized and unaccounted for they lead to underestimating the sampling error in item and test statistics. Underestimating the sampling…
Descriptors: State Programs, Sampling, Research Design, Error of Measurement
Are Multiple Measures Meaningful?: Lessons from a Statewide Performance Assessment.
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Goldberg, Gail Lynn; Roswell, Barbara Sherr – Applied Measurement in Education, 2001
To determine the factors that contribute to or compromise the effectiveness of multiscored items, this study combined analysis of statewide score data from the 1996 Maryland School Performance Assessment Program tests with systematic analyses of 60 activities providing measures of writing, language usage, or both, and one or more content areas.…
Descriptors: Performance Based Assessment, Scores, State Programs, Testing Programs
Linking Statewide Tests to the National Assessment of Educational Progress: Accuracy of Combining Test Results across States.
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Ercikan, Kadriye – Applied Measurement in Education, 1997
Linking scores from the National Assessment of Educational Progress (NAEP) to statewide test results was studied. Results based on an equipercentile procedure suggest that such a link does not provide precise information. Information from a linking study should be limited to rough estimates of students in each NAEP achievement level. (SLD)
Descriptors: Equated Scores, Estimation (Mathematics), National Surveys, State Programs
Comments on Holland and Wainer's "Sources of Uncertainty Often Ignored in Adjusting State Mean SAT Scores for Differential Participation Rates: The Rules of the Game."
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Edwards, Don; Cummings, Cynthia B. – Applied Measurement in Education, 1990
An evolved form of the Edwards and Beckworth (1989) model for probability selection for Scholastic Achievement Test takers using truncated normal distributions is presented. It is shown that the arguments of Holland and Wainer are not sufficient to reject this model. (SLD)
Descriptors: College Entrance Examinations, Models, Participation, Probability
Sources of Uncertainty Often Ignored in Adjusting State Mean SAT Scores for Differential Participation Rates: The Rules of the Game.
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Holland, Paul W.; Wainer, Howard – Applied Measurement in Education, 1990
Two attempts to adjust state mean Scholastic Aptitude Test (SAT) scores for differential participation rates are examined. Both attempts are rejected, and five rules for performing adjustments are outlined to foster follow-up checks on untested assumptions. National Assessment of Educational Progress state data are determined to be more accurate.…
Descriptors: College Applicants, College Entrance Examinations, Estimation (Mathematics), Item Bias
The Reliability of Mathematics Portfolio Scores: Lessons from the Vermont Experience.
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Klein, Stephen P.; And Others – Applied Measurement in Education, 1995
Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics. Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD)
Descriptors: Educational Assessment, Elementary Secondary Education, Mathematics Tests, Performance Based Assessment
Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results.
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Linn, Robert L.; Kiplinger, Vonda L. – Applied Measurement in Education, 1995
The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress by using equipercentile equating procedures was investigated using statewide mathematics data from four states. Results suggest that the linkings are not sufficiently trustworthy to make comparisons based on the tails of the distribution.…
Descriptors: Comparative Analysis, Educational Assessment, Equated Scores, Mathematics Tests
Consequences of a State Accountability Program: Examining Relationships between School Performance Gains and Teacher, Student, and School Variables.
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Stone, Clement A.; Lane, Suzanne – Applied Measurement in Education, 2003
Explored the relationship between score changes from the Maryland State Performance Assessment Program (1993 -1998) and classroom instruction and assessment, learning and motivation, beliefs about the assessment, and school characteristics. Several factors from each dimension explained a significant amount of variability in school performance over…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Elementary Education