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Showing 1 to 15 of 16 results Save | Export
Chance-Constrained Automated Test Assembly
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Giada Spaccapanico Proietti; Mariagiulia Matteucci; Stefania Mignani; Bernard P. Veldkamp – Journal of Educational and Behavioral Statistics, 2024
Classical automated test assembly (ATA) methods assume fixed and known coefficients for the constraints and the objective function. This hypothesis is not true for the estimates of item response theory parameters, which are crucial elements in test assembly classical models. To account for uncertainty in ATA, we propose a chance-constrained…
Descriptors: Automation, Computer Assisted Testing, Ambiguity (Context), Item Response Theory
Factors Related to Differences in Digitally Measured Student Perceptions of Teaching Quality
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Bijlsma, Hannah J. E.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2022
Modern digital technologies enable the efficient collection and processing of student perceptions of teaching quality. However, students' ratings could be confounded by student, teacher, and classroom characteristics. We investigated students' ratings of 26 teachers who used the digital tool Impact! in their mathematics lessons with 14- and…
Descriptors: Computer Assisted Testing, Student Attitudes, Teacher Effectiveness, Student Characteristics
Text-to-Speech Technology and Math Performance: A Comparative Study of Students with Disabilities, English Language Learners, and Their General Education Peers
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Xin Wei – Educational Researcher, 2024
This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all…
Descriptors: Assistive Technology, Students with Disabilities, English Language Learners, Regular and Special Education Relationship
Tablet Assessment in Primary Education: Are There Performance Differences between TIMSS' Paper-and-Pencil Test and Tablet Test among Dutch Grade-Four Students?
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Hamhuis, Eva; Glas, Cees; Meelissen, Martina – British Journal of Educational Technology, 2020
Over the last two decades, the educational use of digital devices, including digital assessments, has become a regular feature of teaching in primary education in the Netherlands. However, researchers have not reached a consensus about the so-called "mode effect," which refers to the possible impact of using computer-based tests (CBT)…
Descriptors: Handheld Devices, Elementary School Students, Grade 4, Foreign Countries
Using Rasch Analysis to Explore What Students Learn about Probability Concepts
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Mahmud, Zamalia; Porter, Anne – Indonesian Mathematical Society Journal on Mathematics Education, 2015
Students' understanding of probability concepts have been investigated from various different perspectives. This study was set out to investigate perceived understanding of probability concepts of forty-four students from the STAT131 Understanding Uncertainty and Variation course at the University of Wollongong, NSW. Rasch measurement which is…
Descriptors: Probability, Concept Teaching, Item Response Theory, Computer Assisted Testing
Using a Model of Analysts' Judgments to Augment an Item Calibration Process
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Hauser, Carl; Thum, Yeow Meng; He, Wei; Ma, Lingling – Educational and Psychological Measurement, 2015
When conducting item reviews, analysts evaluate an array of statistical and graphical information to assess the fit of a field test (FT) item to an item response theory model. The process can be tedious, particularly when the number of human reviews (HR) to be completed is large. Furthermore, such a process leads to decisions that are susceptible…
Descriptors: Test Items, Item Response Theory, Research Methodology, Decision Making
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 1. Technical Report # 0919
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Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
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…
Descriptors: Academic Achievement, Research Reports, Grade 1, Outcome Measures
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Kindergarten. Technical Report # 0921
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Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. 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…
Descriptors: Kindergarten, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 4. Technical Report # 09-03
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 4, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 5. Technical Report # 09-01
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 5, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 3. Technical Report # 09-02
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 3, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 7. Technical Report 0908
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 7, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 8. Technical Report # 09-04
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 8, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 2. Technical Report # 0920
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Alonzo, Julie; Lai, Cheng Fei; Tindal, Gerald – Behavioral Research and Teaching, 2009
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 2, General Education, Response to Intervention, Access to Education
The Development of K-8 Progress Monitoring Measures in Mathematics for Use with the 2% and General Education Populations: Grade 6. Technical Report 09-07
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Lai, Cheng Fei; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2008
In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…
Descriptors: Grade 6, General Education, Response to Intervention, Access to Education
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