The completion rates were compared for long-form questions where a large blank answer space is provided and for long-form questions where the answer space has bullet-points prompts corresponding to the parts of the question. It was found that students were more likely to complete a question when bullet points were provided in the answer space.…

There is much discussion about and many policies to address achievement gaps in education among groups of students. The focus here is on a different gap and it is argued that it also should be of concern. Speed gaps are differences in how quickly different groups of students answer the questions on academic assessments. To investigate some speed…

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…

This study aims to identify to what degree undergraduate students are able to manage the exam process to be successful in exams. The study group of the research, which utilizes the survey model, consists of 350 students in total, 185 female and 165 male, attending 4 different teaching programs in Faculty of Education, Gazi University. "The…

Emerging technology and research on learning have the potential to dramatically improve assessments, if educators and policymakers take a more balanced approach to using them. That's the conclusion of two years of analysis by the Gordon Commission on the Future of Assessment in Education, a panel of top education research and policy experts that…

Legislation leading to the mandating of accountability testing in schools was chronicled between the publication of "A Nation at Risk" (1983) to the conclusion of No Child Left Behind (2016). Involvement in education by the federal government increased throughout the educational legislation during this time period. The Omnibus Trade and…

Recently, student outcomes have bubbled to the top of debates about how to evaluate teaching in community and liberal arts colleges, universities, and professional schools, but even more international attention has been riveted on how outcomes are being used to evaluate teachers and administrators K-12 (Harris, 2012; Rowen & Raudenbush, 2016;…

The tests we use to evaluate student achievement may well be sound measures of what students know, but they are faulty indicators at best of how well they have been taught. A remedy to this this situation of judging teachers by the performance of their students on high-stakes tests may be in hand already. We should look to the methods successfully…

Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

Examining education policy, specifically policy related to standards, testing and accountability, from a critical perspective reveals the dominance of neoliberal perspectives. Trends of individual motivators in the educational system limit the democratic curriculum development process. "Feel good" moments for policy makers lead to…

This article reveals perspectives based on experiences from twentieth-century Danish educational history by outlining contemporary, test-based accountability regime characteristics and their implications for education policy. The article introduces one such characteristic, followed by an empirical analysis of the origins and impacts of test-based…

In 2009, the Bill and Melinda Gates Foundation funded the investigation of a $45 million question: How can we identify and develop effective teaching? Now that the findings from their Measures of Effective Teaching (MET) project have been released, it's clear they asked a simpler question, namely, What other measures match up well with value-added…

Value-added models have caught the interest of policymakers because, unlike using student tests scores for other means of accountability, they purport to "level the playing field." That is, they supposedly reflect only a teacher's effectiveness, not whether she teaches high- or low-income students, for instance, or students in accelerated or…

In February 2012, the "New York Times" took the unusual step of publishing performance ratings for nearly 18,000 New York City teachers based on their students' test-score gains, commonly called value-added (VA) measures. This action, which followed a similar release of ratings in Los Angeles last year, drew new attention to the growing use of VA…

The Major Field Test in Business (MFT-B), a standardized assessment test of business knowledge among undergraduate business seniors, is widely used to measure student achievement. The Educational Testing Service, publisher of the assessment, provides data that allow institutions to compare their own MFT-B performance to national norms, but that…