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Rubright, Jonathan D. – Educational Measurement: Issues and Practice, 2018
Performance assessments, scenario-based tasks, and other groups of items carry a risk of violating the local item independence assumption made by unidimensional item response theory (IRT) models. Previous studies have identified negative impacts of ignoring such violations, most notably inflated reliability estimates. Still, the influence of this…
Descriptors: Performance Based Assessment, Item Response Theory, Models, Test Reliability
Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Educational Measurement: Issues and Practice, 2018
The evidence-centered design framework was used to create a special education teacher observation system, Recognizing Effective Special Education Teachers. Extensive reviews of research informed the domain analysis and modeling stages, and led to the conceptual framework in which effective special education teaching is operationalized as the…
Descriptors: Evidence Based Practice, Special Education Teachers, Observation, Disabilities
Mislevy, Robert J. – Educational Measurement: Issues and Practice, 2012
This article presents the author's observations on Neil Dorans's NCME Career Award Address: "The Contestant Perspective on Taking Tests: Emanations from the Statue within." He calls attention to some points that Dr. Dorans made in his address, and offers his thoughts in response.
Descriptors: Testing, Test Reliability, Psychometrics, Scores
Pommerich, Mary – Educational Measurement: Issues and Practice, 2012
Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought-provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces…
Descriptors: Testing, Scores, Measurement, Test Construction
Dorans, Neil J. – Educational Measurement: Issues and Practice, 2012
Views on testing--its purpose and uses and how its data are analyzed--are related to one's perspective on test takers. Test takers can be viewed as learners, examinees, or contestants. I briefly discuss the perspective of test takers as learners. I maintain that much of psychometrics views test takers as examinees. I discuss test takers as a…
Descriptors: Testing, Test Theory, Item Response Theory, Test Reliability
Tong, Ye; Kolen, Michael J. – Educational Measurement: Issues and Practice, 2010
"Scaling" is the process of constructing a score scale that associates numbers or other ordered indicators with the performance of examinees. Scaling typically is conducted to aid users in interpreting test results. This module describes different types of raw scores and scale scores, illustrates how to incorporate various sources of…
Descriptors: Test Results, Scaling, Measures (Individuals), Raw Scores

Harvill, Leo M. – Educational Measurement: Issues and Practice, 1991
This paper discusses standard error of measurement (SEM), the amount of variation or spread in the measurement errors for a test, and gives information needed to interpret test scores using SEMs. SEMs at various score levels should be used in calculating score bands rather than a single SEM value. (SLD)
Descriptors: Definitions, Equations (Mathematics), Error of Measurement, Estimation (Mathematics)
Sinharay, Sandip; Haberman, Shelby; Puhan, Gautam – Educational Measurement: Issues and Practice, 2007
There is an increasing interest in reporting subscores, both at examinee level and at aggregate levels. However, it is important to ensure reasonable subscore performance in terms of high reliability and validity to minimize incorrect instructional and remediation decisions. This article employs a statistical measure based on classical test theory…
Descriptors: Test Reliability, Test Theory, Test Validity, Statistical Analysis

Traub, Ross E.; Rowley, Glenn L. – Educational Measurement: Issues and Practice, 1991
The idea of test consistency is illustrated, with reference to two sets of test scores. A mathematical model is used to explain the relative consistency and relative inconsistency of measurements, and a means of indexing reliability is derived using the model. Practical aspects of estimating reliability are considered. (TJH)
Descriptors: Mathematical Models, Test Reliability, True Scores
Allalouf, Avi – Educational Measurement: Issues and Practice, 2007
There is significant potential for error in long production processes that consist of sequential stages, each of which is heavily dependent on the previous stage, such as the SER (Scoring, Equating, and Reporting) process. Quality control procedures are required in order to monitor this process and to reduce the number of mistakes to a minimum. In…
Descriptors: Scoring, Quality Control, Sequential Approach, Error Correction
Cizek, Gregory J.; Crocker, Linda; Frisbie, David A.; Mehrens, William A.; Stiggins, Richard J. – Educational Measurement: Issues and Practice, 2006
The authors describe the significant contributions of Robert Ebel to educational measurement theory and its applications. A biographical sketch details Ebel's roots and professional resume. His influence on classroom assessment views and procedures are explored. Classic publications associated with validity, reliability, and score interpretation…
Descriptors: Test Theory, Educational Assessment, Psychometrics, Test Reliability

Reckase, Mark D. – Educational Measurement: Issues and Practice, 1995
An example application of portfolio assessment was developed and the model and estimates of reliability derived from the literature were then used to estimate the characteristics of an operational large-scale portfolio assessment program. Costs were estimated to put results in a realistic context. (SLD)
Descriptors: Cost Estimates, Educational Assessment, Educational Theories, Models