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Download full textKirby, Gretchen; Caronongan, Pia; Burwick, Andrew; Monahan, Shannon; Poznyak, Dmitriy; Schulte, Theresa; Lyskawa, Julia; Kelly, Annalee – Office of Planning, Research and Evaluation, 2022
The goals of the Implementation and Cost of High Quality Early Care and Education (ECE-ICHQ) are to (1) produce technically sound, systematic measures of the implementation and costs of education and care in center-based settings that serve children from birth to age 5; (2) produce implementation and cost measures to examine the variation in ECE…
Descriptors: Program Implementation, Measurement, Costs, Educational Quality
Nebraska Department of Education, 2021
This technical report documents the processes and procedures implemented to support the Spring 2021 Nebraska Student-Centered Assessment System (NSCAS) Phase I Pilot in English Language Arts (ELA), Mathematics, and Science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the…
Descriptors: Psychometrics, Standard Setting, English, Language Arts
Nebraska Department of Education, 2022
In Winter 2021-2022, the Nebraska Student-Centered Assessment System (NSCAS) assessments are administered in ELA and mathematics in Grades 3-8. In Spring 2021-2022, the NSCAS assessments are administered in English language arts (ELA) and mathematics in Grades 3-8 and in science in Grades 5 and 8. The purposes of the NSCAS assessments are to…
Descriptors: English, Language Arts, Student Centered Learning, Mathematics Tests
Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2018
This report contains reliability and validity evidence for the North Carolina Kindergarten Entry Assessment system (KEA) using a statewide sample of kindergarten children. The KEA was designed as a formative, developmental, authentic, and criterion referenced classroom resource for teachers. As a formative assessment, the KEA focuses on the…
Descriptors: Psychometrics, School Readiness, Kindergarten, Formative Evaluation
Nebraska Department of Education, 2020
The Spring 2020 Nebraska Student-Centered Assessment System (NSCAS) General Summative testing was cancelled due to COVID-19. This technical report documents the processes and procedures that had been implemented to support the Spring 2020 assessments prior to the cancellation. The following sections are presented in this technical report: (1)…
Descriptors: English, Language Arts, Mathematics Tests, Science Tests
Nebraska Department of Education, 2023
In Fall and Winter 2022-2023, the NSCAS assessments were administered in ELA and mathematics for grades 3-8. In Spring 2022-2023, the NSCAS assessments were administered in English language arts (ELA) and mathematics for grades 3-8 and in science for grades 5 and 8. The purposes of the NSCAS assessments are to measure and report Nebraska students'…
Descriptors: English, Language Arts, Student Centered Learning, Mathematics Tests
Nebraska Department of Education, 2018
The 2018 Nebraska Student-Centered Assessment System (NSCAS) Summative technical report documents the processes and procedures implemented to support the Spring 2018 NSCAS Summative English Language Arts (ELA), Mathematics, and Science assessments by NWEA under the supervision of the Nebraska Department of Education (NDE). The technical report…
Descriptors: Summative Evaluation, Language Tests, English, Mathematics Tests
Nebraska Department of Education, 2019
This technical report documents the processes and procedures implemented to support the Spring 2019 Nebraska Student-Centered Assessment System (NSCAS) General Summative English Language Arts (ELA), Mathematics, and Science assessments by NWEA® under the supervision of the Nebraska Department of Education (NDE). The technical report shows how the…
Descriptors: English, Language Arts, Summative Evaluation, Mathematics Tests
Peer reviewedBowdon, Jill; Dahlke, Katie; Yang, Rui; Pan, Jingtong; Marcus, Jill; Lemieux, Camille – Regional Educational Laboratory Midwest, 2019
At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of Education began requiring teachers to report data on every child's skills at kindergarten entry using the Kindergarten Individual Development Survey. State and local stakeholders have asked for more information on the…
Descriptors: Kindergarten, School Readiness, Public Schools, Test Validity
Regional Educational Laboratory Midwest, 2019
These are the appendixes for the report "Children's Knowledge and Skills at Kindergarten Entry in Illinois: Results from the First Statewide Administration of the Kindergarten Individual Development Survey." At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of…
Descriptors: Kindergarten, School Readiness, Public Schools, Test Validity
New Meridian Corporation, 2020
The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics summative assessments in grades 3 through 8 and high school. The ELA/L assessments focus on reading and comprehending a range of sufficiently complex texts independently and…
Descriptors: Language Arts, Literacy Education, Mathematics Education, Summative Evaluation
New Meridian Corporation, 2020
The purpose of this report is to describe the technical qualities of the 2018-2019 operational administration of the English language arts/literacy (ELA/L) and mathematics assessments in grades 3 through 8 and high school. New Meridian, in coordination with multiple states and vendors, developed an alternate form of the summative assessment to…
Descriptors: Language Arts, Literacy Education, Mathematics Education, Summative Evaluation
Lee, Eunjung; Lee, Won-Chan; Brennan, Robert L. – College Board, 2012
In almost all high-stakes testing programs, test equating is necessary to ensure that test scores across multiple test administrations are equivalent and can be used interchangeably. Test equating becomes even more challenging in mixed-format tests, such as Advanced Placement Program® (AP®) Exams, that contain both multiple-choice and constructed…
Descriptors: Test Construction, Test Interpretation, Test Norms, Test Reliability
Lai, Cheng-Fei; Nese, Joseph F. T.; Jamgochian, Elisa M.; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, we provide the results of a series of studies on the technical adequacy of the early reading measures available on the easyCBM[R] assessment system. The results from the two-level hierarchical linear growth model analyses suggest that the reliability of the slope estimates for the easyCBM[R] reading measures are strong,…
Descriptors: Kindergarten, Grade 1, Early Reading, Reading Tests
Jamgochian, Elisa; Park, Bitnara Jasmine; Nese, Joseph F. T.; Lai, Cheng-Fei; Saez, Leilani; Anderson, Daniel; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In this technical report, we provide reliability and validity evidence for the easyCBM[R] Reading measures for grade 2 (word and passage reading fluency and multiple choice reading comprehension). Evidence for reliability includes internal consistency and item invariance. Evidence for validity includes concurrent, predictive, and construct…
Descriptors: Grade 2, Reading Comprehension, Testing Programs, Reading Fluency
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