The concurrent validity of standardized achievement tests (the Stanford 9 and the Iowa Tests of Basic Skills) was examined using data from different school districts nationwide and a latent variable modeling approach. Items in the standardized achievement tests in several content areas were divided into parcels. Parcel scores were used to create…

Validity and reliability issues in standardized testing of students of limited English proficiency (LEP) were studied. Existing data from four different school sites were obtained for LEP and non-LEP students for three different standardized tests, the Stanford Achievement Tests (Ninth edition), the Iowa Tests of Basic Skills, and the Language…

Explores methods of assessing opportunity to learn (OTL) and presents data collected as part of a pilot study of an eighth-grade statewide mathematics assessment to explore issues of validity. Investigates the integrity of various dimensions thought to constitute OTL, analyzes the relationships among teachers' and students' self-reports, and draws…

Describes research on the development of a measure of student metacognition. The brief, domain-independent measure serves as a collateral measure in construct validation, supporting exploration of the self-regulatory demands of performance assessment. Results show that metacognition can be directly and explicitly measured in the context of…