To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-2017 school year. Long-term…

Children's math performance is strongly correlated with later life outcomes, but early gaps in math skills are stubbornly difficult to close. It is therefore important to identify student math needs early. Using Grade 1-3 student records from Kentucky public schools, the study finds that typically recommended cut scores for widely used early grade…

This study aims to demonstrate the optimal way to determine the cut-off score to be used to interpret the total scores obtained from an achievement test or scale using the Artificial Neural Networks method. To this end, the multiple-choice item responses in the Booklet-11 Mathematics subtest at the 8th grade level in the TIMSS 2015 Turkey sample…

To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-17 school year. Long-term…

Since the No Child Left Behind (NCLB) Act required classifications of students' performance levels, test scores have been used to measure students' achievement; in particular, test scores are used to determine whether students reach a proficiency level in the state assessment. Accordingly, school districts have started using benchmark assessments…

This paper introduces an approach that uses latent class analysis to identify cut scores (LCA-CS) and categorize respondents based on context scales derived from largescale assessments like PIRLS, TIMSS, and NAEP. Context scales use Likert scale items to measure latent constructs of interest and classify respondents into meaningful ordered…

The institutions in education use various assessment methods to decide on the proficiency levels of students in a particular construct. This study investigated whether the decisions differed based on the type of assessment: norm-and criterion-referenced assessment. An achievement test with 20 multiple-choice items was administered to 107 students…

Purpose: This study aimed to compare the cut scores obtained by the Extended Angoff and Contrasting Groups methods for an achievement test consisting of constructed-response items. Research Methods: This study was based on survey research design. In the collection of data, the study group of the research consisted of eight mathematics teachers for…

The authors evaluated measurement-level, factor-level, item-level, and scale-level revisions to the "Gifted Rating Scales-School Form" (GRS-S). Measurement-level considerations tested the extent to which treating the Likert-type scale rating as categorical or continuous produced different fit across unidimensional, correlated trait, and…

Common universal screening methods for determining math risk in middle school grades may not result in optimal diagnostic accuracy. We evaluated current screening practices and several potential modifications for predicting math proficiency on an end-of-year state test in a suburban school district. Previously, the district used the Measures of…

In this paper we describe content focused, practical procedures to establish benchmarked performance standards for educational and other tests. To implement our procedures, we identify one or more external benchmark (e.g., NAEP or PISA performance levels, college and career readiness benchmarks); link to the external benchmarks to locate those…

Assessment of specific learning disabilities (SLD) in educational settings is one important function of a school psychologist. The federal definition of SLD describes "underlying cognitive processing deficits" as part of the assessment criteria, that is also incorporated in several states' SLD eligibility criteria, that is difficult to…

Several large scale assessments include student, teacher, and school background questionnaires. Results from such questionnaires can be reported for each item separately, or as indices based on aggregation of multiple items into a scale. Interpreting scale scores is not always an easy task though. In disseminating results of achievement tests, one…

This study evaluated the classification accuracy of a second grade oral reading fluency curriculum-based measure (R-CBM) in predicting third grade state test performance. It also compared the long-term classification accuracy of local and publisher-recommended R-CBM cut scores. Participants were 266 students who were divided into a calibration…

The aim of the study is to compare TIMSS 2011 proficiency levels with the proficiency levels defined by the researchers using cluster analysis for Turkey, Korean, Norway, and Morocco in 4th and 8 th grades in the fields of science and mathematics. Therefore, it is tried to be reached that these cut-off scores for each country can serve the…