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Psychometric Challenges in Assessing English Language Learners and Students with Disabilities
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Lane, Suzanne; Leventhal, Brian – Review of Research in Education, 2015
This chapter addresses the psychometric challenges in assessing English language learners (ELLs) and students with disabilities (SWDs). The first section addresses some general considerations in the assessment of ELLs and SWDs, including the prevalence of ELLs and SWDs in the student population, federal and state legislation that requires the…
Descriptors: Psychometrics, Evaluation Problems, English Language Learners, Disabilities
The Exploration of Demographics and Computer Adaptive Testing in Predicting Performance on State-Mandated Reading Assessments
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Maziarz, Amy L. – ProQuest LLC, 2010
No Child Left Behind (NCLB, 2001) included a broad spectrum of changes to the federal role in public education, including accountability provisions that mandated states to test all students. In an atmosphere of educational reform and federally mandated high-stakes testing, demands have increased for progress monitoring strategies that reliably…
Descriptors: Evidence, Middle Schools, Federal Legislation, State Standards
Adjusting to Test Takers
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Ash, Katie – Education Week, 2008
This article discusses the growing interest in computer-adaptive testing, which supporters say can help guide instruction, increase student motivation, and determine the best use of resources for districts. This method of testing shortens the test by not asking high-achieving students questions that are too easy for them, and likewise not giving…
Descriptors: Adaptive Testing, Computer Assisted Testing, Student Evaluation, Student Motivation
Computerized Adaptive Testing and "No Child Left Behind"
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Kingsbury, G. Gage; Hauser, Carl – Northwest Evaluation Association, 2004
Among the changes in education called for under the No Child Left Behind act is the need for states to test students in a number of grades and subject areas. Scores from these tests are to be used for a variety of purposes, from identifying whether individual students are proficient, to helping determine whether schools are causing adequate growth…
Descriptors: Federal Legislation, Computer Assisted Testing, Adaptive Testing, Educational Assessment
Improving Schools One Student at a Time
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Olson, Allan – Educational Leadership, 2005
Most educators agree that the primary criterion of school success is the ongoing growth and achievement of every student even in the midst of constant debate about the state of the US education and conflicting opinions regarding the value of No Child Left Behind (NCLB). Standardized tests have their place, but computerized adaptive testing aimed…
Descriptors: Federal Legislation, Standardized Tests, Adaptive Testing, Educational Improvement
Reforming Federal Testing Policy to Support Teaching and Learning
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Yeh, Stuart S. – Educational Policy, 2006
The No Child Left Behind Act (NCLB) assumes that state-mandated tests provide useful information to school administrators and teachers. However, interviews with administrators and teachers suggest that Minnesota's tests, which are representative of the current generation of state-mandated tests, fail to provide useful information to administrators…
Descriptors: Federal Legislation, Educational Policy, Outcomes of Education, Accountability