Enabling comparable scores across grades is of interest for policymakers to evaluate educational systems, for researchers to investigate substantive questions, and for teachers to infer student growth. This study implemented a vertical scaling design to numeracy tests given in grades 5 and 8 as part of the Norwegian national testing system. Our…

This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3-5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating…

The authors explored the effects of drifting common items on vertical scaling within the higher order framework of item parameter drift (IPD). The results showed that if IPD occurred between a pair of test levels, the scaling performance started to deviate from the ideal state, as indicated by bias of scaling. When there were two items drifting…

The purpose of this technical report is to describe the third operational administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in the 2016-2017 academic year. PARCC is a state-led consortium creating next-generation assessments that, compared to traditional K-12 assessments, more accurately…

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…

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…

This study examines the use of cross-classified random effects models (CCrem) and cross-classified multiple membership random effects models (CCMMrem) to model rater bias and estimate teacher effectiveness. Effect estimates are compared using CTT versus item response theory (IRT) scaling methods and three models (i.e., conventional multilevel…

In recent years, many states have adopted Item Response Theory (IRT) based vertically scaled tests due to their compelling features in a growth-based accountability context. However, selection of a practical and effective calibration/scaling method and proper understanding of issues with possible multidimensionality in the test data is critical to…

The traditional approach to scale modified-Angoff cut scores transfers the raw cuts to an existing raw-to-scale score conversion table. Under the traditional approach, cut scores and conversion table raw scores are not only seen as interchangeable but also as originating from a common scaling process. In this article, we propose an alternative…

The Partnership for Assessment of Readiness for College and Careers (PARCC) is a state-led consortium designed to create next-generation assessments that, compared to traditional K-12 assessments, more accurately measure student progress toward college and career readiness. The PARCC assessments are aligned to the Common Core State Standards…

The mission of German special schools is to enhance the education of students with Special Educational Needs in the area of Learning (SEN-L). However, recent studies indicate that students with SEN-L from special schools show difficulties in basic arithmetical operations, and the development of basic mathematical skills during secondary special…

It is often assumed that a vertical scale is necessary when value-added models depend upon the gain scores of students across two or more points in time. This article examines the conditions under which the scale transformations associated with the vertical scaling process would be expected to have a significant impact on normative interpretations…

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2016 Operational Tests. This report includes information about test content and test development, item (i.e.,…

This technical report provides detailed information regarding the technical, statistical, and measurement attributes of the New York State Testing Program (NYSTP) for the Grades 3-8 Common Core English Language Arts (ELA) and Mathematics 2015 Operational Tests. This report includes information about test content and test development, item (i.e.,…

When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted science items. Four student groups were included in this analysis: English language learners, students…