Reviews current computer-assisted scoring (CAS) systems and reviews the current practice of validating CAS-system generated scores. Also presents a conceptual framework and general recommendations for designing validation studies for CAS procedures. (SLD)

This book discusses how to obtain test scores and, in particular, how to obtain test scores from tests that consist of a combination of multiple choice and open-ended questions. The strength of the book is that scoring solutions are presented for a diversity of real world scoring problems. (SLD)

Provides a conceptual framework for the development of scoring procedures for performance assessments. The framework considers: (1) aspects of the performance to be scored; (2) criteria to evaluate aspects of the performance; (3) development of scoring criteria; and (4) application of scoring criteria. (SLD)

Provides a sample of seven published studies in different disciplines that inappropriately generalized reliability coefficients involving several raters to scores generated by a single rater. Score reliability when only one rater is used for scoring is lower than the score reliability for which two raters are used. (SLD)

Reviews alternative methods of scoring a scale, evaluating the methods found in two journal volumes against seven articulated criteria, representing the information conveyed by each in an example. Converting scores to the percent of maximum possible score (POMP) is shown to provide useful additional information in many cases. (SLD)

In an Angoff standard-setting procedure, judges estimate the probability that a hypothetical randomly selected minimally competent candidate will answer correctly each item constituting the test. In many cases, these item performance estimates are made twice, with information shared with the judges between estimates. Especially for long tests,…

The report shares what everyone has learned from the 2010-2011 Maryland Model for School Readiness (MMSR) data about the school readiness of Maryland's children: statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Some of the highlights are: (1) The percentage of Maryland kindergarteners fully ready to start school…

This book by Sheryn Spencer Waterman follows the bestselling "Handbook on Differentiated Instruction for Middle and High Schools." With numerous examples and strategies, it is an all-inclusive manual on assessing student readiness, interests, learning and thinking styles. It includes examples of: (1) Pre-, Formative and Summative assessments; (2)…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. The information that NAEP provides about student achievement helps the public, educators, and…

This study examined the percentage of task-sampling variability in performance assessment via a meta-analysis. In total, 50 studies containing 130 independent data sets were analyzed. Overall results indicate that the percentage of variance for (a) differential difficulty of task was roughly 12% and (b) examinee's differential performance of the…

The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from…

With recent statistical advances in cognitive diagnostic assessment (CDA), the CDA approach has been increasingly applied to non-diagnostic tests partly to meet accountability demands for student achievement. The study aimed to evaluate critically the validity of the CDA application to an existing non-diagnostic L2 reading comprehension test and…

This report documents a standard-setting study to determine recommended minimum scores (cut scores) needed on the Core and Advanced iSkills[TM] assessments for examinees to be considered at a foundational level of ICT literacy skill. Two foundational levels--one for each iSkills assessment--had been specified previously by the National ICT…

This study was an expanded replication of an earlier endeavor (Shermis, Burstein, & Bliss, 2004) to document the writing outcomes associated with automated essay scoring. The focus of the current study was on determining whether exposure to multiple writing prompts facilitated writing production variables (Essay Score, Essay Length, and Number…

This book shows middle and high school teachers in differentiated classrooms how to integrate assessment into the teaching and learning process. With examples from real classrooms, this book demonstrates how to use a wide variety of assessment to better address the needs of your students with regard to their learning style, level of cognitive…