This study aimed to provide initial validity and reliability of the "Measure of NDBI Strategy Implementation-Caregiver Change" ("MONSI-CC"), a novel measure that captures changes in caregivers' implementation of NDBI strategies during early intervention. The MONSI-CC was applied to 119 observations of 43 caregiver-child dyads…

In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their task very narrowly, asking "Does the use of universal screening, including a cut-point for designating students for more intensive Tier 2 and Tier 3 interventions, increase children's…

The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…

As states across the country continue their implementation of the Teacher Performance Assessment Portfolio (edTPA), a complex and high-stakes certification requirement for teacher certification, there are important lessons for educators and education advocates to learn from New York State's implementation. As Linda Darling-Hammond, developer and…

The first step in the Validity and Reliability Study summarizes the history and purpose of California's quality rating and improvement system (QRIS), reviews findings from other QRIS evaluation studies, and describes the approach to validating the system in California. The majority of this report focuses on providing context for the California…

Problem Statement: Computerized adaptive testing (CAT) is a sophisticated and efficient way of delivering examinations. In CAT, items for each examinee are selected from an item bank based on the examinee's responses to the items. In this way, the difficulty level of the test is adjusted based on the examinee's ability level. Instead of…

The SAS Educational Value-Added Assessment System (SAS[R] EVAAS[R]) is the most widely used value-added system in the country. It is also self-proclaimed as "the most robust and reliable" system available, with its greatest benefit to help educators improve their teaching practices. This study critically examined the effects of SAS[R] EVAAS[R] as…

The use of e-assessment in higher education is a relatively new educational practice that has been more frequently studied in recent years. This review aims to summarise some research on e-assessment, providing an overview based on articles from three well-established scientific journals. Focusing on research topics, settings for e-assessment and…

This article addresses itself to the issue of accurate assessment techniques. The authors look at three assessment techniques--psychological tests, assessment centers and "biodata"--and compare them in terms of the information they provide, their accuracy, and ease of implementation. (Author/CT)

Methodological issues and results described in this paper originated from a Stanford Research Institute (SRI) evaluation of classroom observation data collected in Spring 1973. The main question addressed in this evaluation was whether each of seven Follow Through sponsors had successfully implemented his program in a variety of sites. The steps…

Findings from a 607 page report, "Follow Through Classroom Observation Evaluation 1972-1973," are briefly summarized. The report is based upon systematic observation of Follow Through classrooms in action. Two key questions have been asked: (1) How well is each of seven instructional models carried out within the classroom? and (2) Are…

State and federal mandates for education reform call for increased accountability and the inclusion of students with disabilities in all accountability efforts. In the rush to implement high-stakes education reforms, particularly those involving tests or assessments, the particular needs of students with severe cognitive disabilities are only now…