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Direct linkBramley, Tom – Cambridge Assessment, 2018
The aim of the research reported here was to get some idea of the accuracy of grade boundaries (cut-scores) obtained by applying the 'similar items method' described in Bramley & Wilson (2016). In this method experts identify items on the current version of a test that are sufficiently similar to items on previous versions for them to be…
Descriptors: Accuracy, Cutting Scores, Test Items, Item Analysis
Download full textKim, YoungKoung; DeCarlo, Lawrence T. – College Board, 2016
Because of concerns about test security, different test forms are typically used across different testing occasions. As a result, equating is necessary in order to get scores from the different test forms that can be used interchangeably. In order to assure the quality of equating, multiple equating methods are often examined. Various equity…
Descriptors: Equated Scores, Evaluation Methods, Sampling, Statistical Inference
Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa – College Board, 2015
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…
Descriptors: Language Arts, English Curriculum, Effective Schools Research, Comparative Analysis
Warnapala, Yajni; Silva, Karishma – Journal of Case Studies in Education, 2011
In the year 2001, the University Grants Commission of Sri Lanka successfully appealed to change the method of determining the cut-off scores for university admissions from raw scores to standardized z-scores. This standardization allegedly eliminated the discrepancy caused due to the assumption of equal difficulty levels across all subjects. This…
Descriptors: College Admission, Cutting Scores, Foreign Countries, Raw Scores
Kober, Nancy; McMurrer, Jennifer; Silva, Malini R. – Center on Education Policy, 2011
Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared…
Descriptors: Achievement Gap, Achievement Gains, Achievement Rating, African American Students
