Traditional moderation of student assessments is often carried out with groups of teachers working face-to-face in a specified location making judgements concerning the quality of representations of achievement. This traditional model has relied little on modern information communications technologies and has been logistically challenging. We…

In this response to Burdick et al. (2013), the author describes two possible and perhaps even common reactions to the article by Burdick et al. (2013). Advocates such as Way, Davis, and Strain- Seymour (2008) will likely applaud the development of the Writing Ability Developmental Scale and the possible widespread use of computer-based writing…

Many postsecondary institutions, and community colleges in particular, require that students demonstrate specified levels of literacy and numeracy before taking college-level courses. Typically, students have been assessed using two widely available tests--ACCUPLACER and Compass. However, placement testing practice is beginning to change for three…

This article used several data sets from a large-scale state testing program to examine the feasibility of combining general and modified assessment items in computerized adaptive testing (CAT) for different groups of students. Results suggested that several of the assumptions made when employing this type of mixed-item CAT may not be met for…

Although summative assessment is indispensable for determining whether or not students meet the content standards, it alone is insufficient for providing teachers and administrators with the information necessary to make ongoing decisions about instruction. This article looks at the motivational impact of the assessment on students' achievement…

With electronic technologies, differentiated instruction has the same meaning as in traditional instruction, but different tools are available for teachers to help students learn. Electronic technologies for differentiated instruction can add powerful new types of media inclusion, levels of interactivity, and response actions. This rapidly…

This report summarizes the thirteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for 49 states and 6 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this…