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The Effectiveness of Machine Score-Ability Ratings in Predicting Automated Scoring Performance
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Lottridge, Susan; Wood, Scott; Shaw, Dan – Applied Measurement in Education, 2018
This study sought to provide a framework for evaluating machine score-ability of items using a new score-ability rating scale, and to determine the extent to which ratings were predictive of observed automated scoring performance. The study listed and described a set of factors that are thought to influence machine score-ability; these factors…
Descriptors: Program Effectiveness, Computer Assisted Testing, Test Scoring Machines, Scoring
Mathematics Performance of Students with and without Disabilities under Accommodated Conditions Using Resource Guides and Calculators on High Stakes Tests
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Engelhard, George, Jr.; Fincher, Melissa; Domaleski, Christopher S. – Applied Measurement in Education, 2011
This study examines the effects of two test administration accommodations on the mathematics performance of students within the context of a large-scale statewide assessment. The two test administration accommodations were resource guides and calculators. A stratified random sample of schools was selected to represent the demographic…
Descriptors: Testing Accommodations, Disabilities, High Stakes Tests, Program Effectiveness
An Empirical Examination of the Impact of Group Discussion and Examinee Performance Information on Judgments Made in the Angoff Standard-Setting Procedure
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Clauser, Brian E.; Harik, Polina; Margolis, Melissa J.; McManus, I. C.; Mollon, Jennifer; Chis, Liliana; Williams, Simon – Applied Measurement in Education, 2009
Numerous studies have compared the Angoff standard-setting procedure to other standard-setting methods, but relatively few studies have evaluated the procedure based on internal criteria. This study uses a generalizability theory framework to evaluate the stability of the estimated cut score. To provide a measure of internal consistency, this…
Descriptors: Generalizability Theory, Group Discussion, Standard Setting (Scoring), Scoring
The Effects of the Number of Scale Points and Non-Normality on the Generalizability Coefficient: A Monte Carlo Study
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Shumate, Steven R.; Surles, James; Johnson, Robert L.; Penny, Jim – Applied Measurement in Education, 2007
Increasingly, assessment practitioners use generalizability coefficients to estimate the reliability of scores from performance tasks. Little research, however, examines the relation between the estimation of generalizability coefficients and the number of rubric scale points and score distributions. The purpose of the present research is to…
Descriptors: Generalizability Theory, Monte Carlo Methods, Measures (Individuals), Program Effectiveness
On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers
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Shavelson, Richard J.; Young, Donald B.; Ayala, Carlos C.; Brandon, Paul R.; Furtak, Erin Marie; Ruiz-Primo, Maria Araceli; Tomita, Miki K.; Yin, Yue – Applied Measurement in Education, 2008
Assessment of and for learning has occupied center stage in education reform, especially with the advent of the No Child Left Behind Federal legislation. This study examined the formative function of assessment--assessment for learning--recognizing that such assessment needs to be aligned, at least in part, with the summative function of…
Descriptors: Federal Legislation, Formative Evaluation, Program Effectiveness, Educational Change
Aligning a State's Alternative Standards to Regular Core Content Standards in Reading and Mathematics: A Case Study
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Eckhout, Teresa J.; Plake, Barbara S.; Smith, Dawn L.; Larsen, Ann – Applied Measurement in Education, 2007
The No Child Left Behind Act of 2001 allows states to assess students with "significant cognitive disabilities" on "alternative content standards" for determining adequate yearly progress. Alternative standards that align with regular content standards can allow for a continuum of performance expectations from very basic to…
Descriptors: Program Effectiveness, Federal Legislation, Educational Improvement, Academic Standards
Lessons Learned from the Process of Curriculum Developers' and Assessment Developers' Collaboration on the Development of Embedded Formative Assessments
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Brandon, Paul R.; Young, Donald B.; Shavelson, Richard J.; Jones, Rachael; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Yin, Yue; Tomita, Miki K.; Furtak, Erin Marie – Applied Measurement in Education, 2008
Our project to embed formative student assessments in the Foundational Approaches in Science Teaching curriculum required a close collaboration between curriculum developers at the Curriculum Research & Development Group (CRDG) and assessment developers at the Stanford Educational Assessment Laboratory (SEAL). This was a new endeavor for each…
Descriptors: Curriculum Research, Program Effectiveness, Formative Evaluation, Cooperative Planning