Recent developments in the field of artificial intelligence allow for improved performance in the automated assessment of extended response items in mathematics, potentially allowing for the scoring of these items cheaply and at scale. This study details the grand prize-winning approach to developing large language models (LLMs) to automatically…

This study examined the effectiveness of combined test-break and small-group testing accommodations in high-stakes standardized assessments for individuals with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing data from 47,661 Psychometric Entrance Test (PET) takers over a decade, including 416 with ADHD, we compared three groups of…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the…

This report provides a snapshot of how accommodated tests for students with disabilities, accessibility, alternate assessments, and other related issues were addressed in states' test security policies for 2020-21. Strong test security policies and procedures are needed to help ensure the integrity and validity of state assessments, yet some test…

Introduction: This study evaluated performance and engagement on the tactile science alternate assessment based on alternate academic standards (AA-AAS). This assessment was designed for students with significant intellectual disabilities and visual impairments (i.e., blindness and low vision). Four primary research questions guided this study.…

The array of different philosophical positions underlying contemporary views on competence, assessment strategies and justification have led to advances in assessment science. Challenges may arise when these philosophical positions are not considered in assessment design. These can include (a) a logical incompatibility leading to varied or…

The standard error (SE) stopping rule, which terminates a computer adaptive test (CAT) when the "SE" is less than a threshold, is effective when there are informative questions for all trait levels. However, in domains such as patient-reported outcomes, the items in a bank might all target one end of the trait continuum (e.g., negative…

Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and…

The adoption of computerised adaptive testing (CAT) instead of classical testing (FIT) raises questions from both teachers' and students' perspectives. The scientific literature shows that teachers using CAT instead of FIT should experience shorter times to complete the assessment and obtain more precise evaluations. As for the students, adaptive…

In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by 6-16-year-old UK school mathematics students (N = 7302). For each response, students were invited to indicate on a 5-point Likert-type scale how confident they were that their response was…

Prior research on the Measures of Academic Progress (MAP), a computer-adaptive test distributed by the Northwest Evaluation Association, has primarily focused on the Reading MAP for screening/benchmarking in elementary grades. The purpose of this study was to explore the functional form of growth and the extent to which student variability in…

Digital transformations within educational systems are recurrently justified by their promise to enhance learning activities and outcomes. We examine this claim in a study of pupils' perception and experiences with computer-based adaptive tests in higher classes in Danish public primary schools. The study relies on survey and interview data and…

Test-taking behavior is a potential source of construct irrelevant variance for test scores in international large-scale assessments where test-taking effort, motivation, and behaviors in general tend to be confounded with test scores. In an attempt to disentangle this relationship and gain further insight into examinees' test-taking processes,…

When randomized control trials are not possible, quasi-experimental methods often represent the gold standard. One quasi-experimental method is difference-in-difference (DiD), which compares changes in outcomes before and after treatment across groups to estimate a causal effect. DiD researchers often use fairly exhaustive robustness checks to…

The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software. In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic…