Wollack, Cohen, and Eckerly suggested the "erasure detection index" (EDI) to detect fraudulent erasures for individual examinees. Wollack and Eckerly extended the EDI to detect fraudulent erasures at the group level. The EDI at the group level was found to be slightly conservative. This article suggests two modifications of the EDI for…

When constructed response test items are scored by more than one rater, the repeated ratings allow for the consideration of individual rater bias and variability in estimating student proficiency. Several hierarchical models based on item response theory have been introduced to model such effects. In this article, the authors demonstrate how these…

Three principal factors supported our decision to participate in the piloting of the Pennsylvania Value-Added Assessment System (PVAAS). First, participants needed to have or secure electronic student assessment data. As a very data-oriented school district, we had over five years of longitudinal student data stored electronically for use in our…

Value-added models of student achievement have received widespread attention in light of the current test-based accountability movement. These models use longitudinal growth modeling techniques to identify effective schools or teachers based upon the results of changes in student achievement test scores. Given their increasing popularity, this…

Longitudinal, student performance-based, value-added accountability models have become popular of late and continue to enjoy increasing popularity. Such models require student data to be vertically scaled across wide grade and developmental ranges so that the value added to student growth/achievement by teachers, schools, and districts may be…