In 2020, because of the COVID-19 pandemic the higher education sector, in the United Kingdom and internationally, transitioned to online assessment, at a speed and scale which might have been unimaginable under normal circumstances. The priority in the sector was to ensure that fundamental principles of assessment, including integrity, were…

The quality of sign language interpreting (SLI) is a gripping construct among practitioners, educators and researchers, calling for reliable and valid assessment. There has been a diverse array of methods in the extant literature to measure SLI quality, ranging from traditional error analysis to recent rubric scoring. In this study, we want to…

This research examines what practitioners in vocational education and training (VET) organisations and external auditors judge to be the key issues in the current and future use of e-assessment. Applying the framework of legitimacy theory, the study examined the tensions around the use and growth of e-assessment in training organisations, and…

This study examined the effects of identity revelation and concealment on the number of times students' work was assessed in an online peer assessment context. It also examined the underlying reasons guiding the assessor's targeting behavior. Two fifth-grade classes participated. The one-group pretest-posttest experimental research design coupled…

This report presents work on the development of a new corpus of non-native English writing. It will be useful for the task of native language identification, as well as grammatical error detection and correction, and automatic essay scoring. In this report, the corpus is described in detail.

Speaking performance tests typically employ raters to produce scores; accordingly, variability in raters' scoring decisions has important consequences for test reliability and validity. One such source of variability is the rater's level of expertise in scoring. Therefore, it is important to understand how raters' performance is influenced by…

There is a growing body of research literature that considers how the mode of assessment, either computer-based or paper-based, might affect candidates' performances. Despite this, there is a fairly narrow literature that shifts the focus of attention to those making assessment judgements and which considers issues of assessor consistency when…

The competencies required for conducting assessment in the educational context have recently been reformulated in view of social constructivist perspectives and the acknowledgement of the role of classroom assessment in promoting learning. These changes have impacted the knowledge base language assessors need to obtain, and hence the contents of…

This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the…

In response to Lissitz and Samuelsen (2007), the author reconstructs the historical arguments for the more comprehensive unitary concept of validity and the principles of scientific inquiry underlying it. Her response is organized in terms of four questions: (a) How did validity in educational measurement come to be conceptualized as unitary, and…

The Maryland School Performance Assessment Program (MSPAP) is a relatively new, statewide performance assessment of students in grades 3, 5, and 8. When first administered in May of 1991, the MSPAP included a battery of performance assessment tasks designed to generate written or drawn responses to reading texts. This study evaluated selected…

Many approaches to standard-setting use item calibration and student score estimation results to structure panelists' tasks. However, this requires collecting standard-setting judgments after the item analysis results are available. The Scoring Guide Alignment approach collects standard-setting judgments during the scoring sessions from teachers…

The role of school psychologists and counselors in assessment is well established. With the current emphasis on collaboration in schools and the use of a pupil services model to deliver services, it is important to examine ways in which school psychologists and counselors can work together for assessment purposes. School psychologists' involvement…

School psychologists can play a unique role in schools because of their assessment expertise. Traditionally, they have been most involved in individual psychoeducational assessment for classification and labeling purposes, but the limitations of this form of assessment for building intervention strategies has led many school psychologists to…

This researcher discusses what he has learned about the field of program evaluation and makes three observations: (1) Testing does not define key objectives in evaluation. (2) Politics influences what clients want to know. (3) Case studies are necessary for epistemological reasons. (LMO)