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A Topical and Methodological Systematic Review of Meta-Analyses Published in the Educational Measurement Literature
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Rios, Joseph A.; Ihlenfeldt, Samuel D.; Dosedel, Michael; Riegelman, Amy – Educational Measurement: Issues and Practice, 2020
This systematic review investigated the topics studied and reporting practices of published meta-analyses in educational measurement. Our findings indicated that meta-analysis is not a highly utilized methodological tool in educational measurement; on average, less than one meta-analysis has been published per year over the past 30 years (28…
Descriptors: Meta Analysis, Educational Assessment, Test Format, Testing Accommodations
An Examination of Classification Accuracy in the Continuous Testing Framework
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Coggeshall, Whitney Smiley – Educational Measurement: Issues and Practice, 2021
The continuous testing framework, where both successful and unsuccessful examinees have to demonstrate continued proficiency at frequent prespecified intervals, is a framework that is used in noncognitive assessment and is gaining in popularity in cognitive assessment. Despite the rigorous advantages of this framework, this paper demonstrates that…
Descriptors: Classification, Accuracy, Testing, Failure
Applying a Mixture Rasch Model-Based Approach to Standard Setting
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Peabody, Michael R.; Muckle, Timothy J.; Meng, Yu – Educational Measurement: Issues and Practice, 2023
The subjective aspect of standard-setting is often criticized, yet data-driven standard-setting methods are rarely applied. Therefore, we applied a mixture Rasch model approach to setting performance standards across several testing programs of various sizes and compared the results to existing passing standards derived from traditional…
Descriptors: Item Response Theory, Standard Setting, Testing, Sampling
Understanding Examinees' Responses to Items: Implications for Measurement
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Embretson, Susan E. – Educational Measurement: Issues and Practice, 2016
Examinees' thinking processes have become an increasingly important concern in testing. The responses processes aspect is a major component of validity, and contemporary tests increasingly involve specifications about the cognitive complexity of examinees' response processes. Yet, empirical research findings on examinees' cognitive processes are…
Descriptors: Testing, Cognitive Processes, Test Construction, Test Items
Consequences of Test Score Use as Validity Evidence: Roles and Responsibilities
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Nichols, Paul D.; Williams, Natasha – Educational Measurement: Issues and Practice, 2009
This article has three goals. The first goal is to clarify the role that the consequences of test score use play in validity judgments by reviewing the role that modern writers on validity have ascribed for consequences in supporting validity judgments. The second goal is to summarize current views on who is responsible for collecting evidence of…
Descriptors: Tests, Test Validity, Scores, Data Collection
A Validity Framework for Evaluating the Technical Quality of Alternate Assessments
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Marion, Scott F.; Pellegrino, James W. – Educational Measurement: Issues and Practice, 2006
This article presents findings from two projects designed to improve evaluations of technical quality of alternate assessments for students with the most significant cognitive disabilities. We argue that assessment technical documents should allow for the evaluation of the construct validity of the alternate assessments following the traditions of…
Descriptors: Construct Validity, Student Evaluation, Cognitive Processes, Achievement Tests