Large language models are increasingly used in educational and psychological measurement activities. Their rapidly evolving sophistication and ability to detect language semantics make them viable tools to supplement subject matter experts and their reviews of large amounts of text statements, such as educational content standards. This paper…

This article describes an alignment procedure, called Links for Academic Learning (LAL), for examining the degree of alignment of alternate assessments based on alternate achievement standards (AA-AAS) to grade-level content standards and instruction. Although some of the alignment criteria are similar to those used in general education…

Recent implementation of Nebraska's Standards-based Teacher-led Assessment and Reporting System (STARS) introduced a unique opportunity to examine the benefits and drawbacks of a teacher-led state assessment system. STARS is unique among state assessment systems in that statewide tests are replaced by locally developed assessments designed by…

Nebraska districts use different strategies for measuring student performance on the state's content standards. District assessments differ in type and technical quality. Six quality criteria were endorsed by the state. These criteria cover content and curricular validity, fairness, and appropriateness of score interpretations. District assessment…

Nebraska's approach to standards, assessment, and accountability, the School-based Teacher-led Assessment and Reporting System (STARS) is based upon local control and the belief that classrooms and teachers must be at the heart of student learning and accountability. STARS relies on locally-developed assessment systems to accurately measure and…