The "Test of Financial Literacy" (TFL) was created to measure the financial knowledge of high school students. Its content is based on the standards and benchmarks stated in the "National Standards for Financial Literacy" (Council for Economic Education 2013). The test development process involved extensive item writing and…

Many standardized tests are now administered via computer rather than paper-and-pencil format. The computer-based delivery mode brings with it certain advantages. One advantage is the ability to adapt the difficulty level of the test to the ability level of the test taker in what has been termed computerized adaptive testing (CAT). A second…

This paper examines a procedure measuring student competencies in numeracy using school-based assessments, and demonstrates how the procedure informs the school system on quality improvement. The sample consisted of 7648 students, attending three different types of urban schools including government, formal private and low cost private in poor…

Measurement and evaluation of students' achievement are an important aspect to make sure that students really understand the course content and monitor students' achievement level. Performance is not only reflected from the numbers of high achievers of the students, but also on quality of the grade obtained; does the grade "A" truly…

In information-rich environments, schools are often presented with a myriad of data from which decisions need to be made. The use of the information on a classroom level may be facilitated if performance could be described in terms of levels of proficiency or benchmarks. The aim of this article is to explore benchmarks using data from a monitoring…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content…

As the largest international study ever taken in history, the Trend in Mathematics and Science Study (TIMSS) has been held as a benchmark to measure U.S. student performance in the global context. In-depth analyses of the TIMSS project are conducted in this study to examine key issues of the comparative investigation: (1) item flaws in mathematics…

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grade 1. These measures, available as part of easyCBM [TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from schools…

To generalize test results beyond the particular test administration, an examinee's ability estimate must be independent of the particular items attempted, and the item difficulty calibrations must be independent of the particular sample of people attempting the items. This stability is a key concept of the Rasch model, a latent trait model of…

In July 2001, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) agreed to the development of assessment instruments and key performance measures for reporting on student skills, knowledge and understandings in primary science. It directed the newly established Performance Measurement and Reporting Taskforce…