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Direct linkGeoffrey Converse – ProQuest LLC, 2021
In educational measurement, Item Response Theory (IRT) provides a means of quantifying student knowledge. Specifically, IRT models the probability of a student answering a particular item correctly as a function of the student's continuous-valued latent abilities [theta] (e.g. add, subtract, multiply, divide) and parameters associated with the…
Descriptors: Item Response Theory, Test Validity, Student Evaluation, Computer Assisted Testing
Peer reviewedJohnson, Kristin N.; Thompson, Kenneth L.; Farmer, Ryan L. – Canadian Journal of School Psychology, 2020
Repeated measurements of student ability (i.e., progressing monitoring) is an essential element of informed decision-making when adjusting instruction. An important characteristic of progress monitoring measures is frequent administration to identify areas of concern and to evaluate academic growth. The purpose of this study was to determine if…
Descriptors: Progress Monitoring, Mathematics Instruction, Grade 5, Elementary School Students
Download full textLing, Guangming; Powers, Donald E.; Adler, Rachel M. – ETS Research Report Series, 2014
One fundamental way to determine the validity of standardized English-language test scores is to investigate the extent to which they reflect anticipated learning effects in different English-language programs. In this study, we investigated the extent to which the "TOEFL iBT"® practice test reflects the learning effects of students at…
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing
Thissen, David; Norton, Scott – American Institutes for Research, 2013
Development of the Common Core State Standards (CCSS), and the creation of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC), changes the pattern of accountability testing. These changes raise the question: "How should NAEP's validity and utility be…
Descriptors: National Competency Tests, Psychometrics, State Standards, Academic Standards
Topping, K. J.; Samuels, J.; Paul, T. – School Effectiveness and School Improvement, 2007
This study elaborates the "what works?" question by exploring the effects of variability in program implementation quality on achievement. Particularly, the effects on achievement of computerized assessment of reading were investigated, analyzing data on 51,000 students in Grades 1-12 who read over 3 million books. When minimum implementation…
Descriptors: Program Implementation, Achievement Gains, Reading Achievement, Independent Reading
