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Evolving Educational Testing to Meet Students' Needs: Design-in-Real-Time Assessment
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Stephen G. Sireci; Javier Suárez-Álvarez; April L. Zenisky; Maria Elena Oliveri – Grantee Submission, 2024
The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design-In-Real-Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment "system." In this paper, we lay the foundation for DIRTy…
Descriptors: Educational Assessment, Student Needs, Test Format, Test Construction
Evolving Educational Testing to Meet Students' Needs: Design-in-Real-Time Assessment
Peer reviewed Peer reviewed
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Stephen G. Sireci; Javier Suárez-Álvarez; April L. Zenisky; Maria Elena Oliveri – Educational Measurement: Issues and Practice, 2024
The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design-in-Real-Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment "system." In this article, we lay the foundation for DIRTy…
Descriptors: Educational Assessment, Student Needs, Test Format, Test Construction
Exploring Factors of Diagnostic Timing among Black Autistic Youth
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Harlee Onovbiona; Lauren Quetsch; Emily-Anne Del Rosario – Journal of Autism and Developmental Disorders, 2025
The goal of the present study was to compare profiles among Black families of autistic youth who were identified Early ([less than or equal to] 2 years of age), Mid (age 3 or 4), and Delayed ([greater than or equal to] 5 years of age) to better identify the characteristics that contribute to early ASD identification and delayed ASD identification.…
Descriptors: Infants, Toddlers, Infant Care, Preschool Children
Assessing Receptive Skills in an Adult L2 Learner Population with Diverse Educational Backgrounds
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Marieke Vanbuel; Bart Deygers – Language Assessment Quarterly, 2024
Recently, research in second language acquisition has seen an increased attention on low-educated low-literate (LESLLA) learners. However, few of the existing instruments to measure L2 proficiency have been validated for use with this population. In this paper, we examine how adult L2 learners with diverging educational backgrounds perform on and…
Descriptors: Receptive Language, Language Tests, Educational Background, Language Proficiency
GED Testing Service: Efficacy Research Report
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Pearson, 2018
The overall design and framework of the GED Program is centered around providing measurements and tools documenting and promoting student achievement. More information about the test itself and the underlying documentation and validity framework may be found in the GED test Technical Manual on the GED Testing Service website. The philosophy…
Descriptors: High School Equivalency Programs, General Education, Credentials, Student Characteristics
Assessing Refugee-Background Adult Second Language Learners with Emerging Literacy: How a Social Semiotic Analysis Reveals Hidden Assumptions of Test Design
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Jenna A. Altherr Flores – Educational Linguistics, 2021
This study is a critical analysis of a low-stakes in-house English as a Second Language (ESL) and English literacy test from a local program in a large city in the southwestern United States. From a critical multimodal social semiotic perspective (Kress G. Multimodality: A social semiotic approach to contemporary communication. Routledge, 2010;…
Descriptors: Adult Literacy, Refugees, English (Second Language), Second Language Learning