In this investigation, we used real data to assess potential differential effects associated with taking a test in a test center (TC) versus testing at home using remote proctoring (RP). We used a pseudo-equivalent groups (PEG) approach to examine group equivalence at the item level and the total score level. If our assumption holds that the PEG…

The coronavirus pandemic, which affected every aspect of life around the world, has led to radical changes in teaching and learning methods. It is no longer healthy for students being together for a long time in classroom. For this reason, online education applications have started to be implemented rapidly around the world. Not only the education…

Technology-Enhanced Items (TEIs) have been purported to be more motivating and engaging to test takers than traditional multiple-choice items. The claim of enhanced engagement, however, has thus far received limited research attention. This study examined the rates of rapid-guessing behavior received by three types of items (multiple-choice,…

Collaborative testing is recognised as an effective assessment approach linked to positive student outcomes including enhanced test performance and reduced assessment anxiety. While collaborative testing approaches appear beneficial to university students in general, it is unclear whether students from different year levels benefit to the same…

This paper follows a line of logical argumentation to claim that what Samuel Messick conceptualized about construct validation has probably been misunderstood by some educational policy makers, practicing educators, and classroom teachers. It argues that, while Messick's unified theory of test validation aimed at (a) warning educational…

The purpose of this study is to generate non-verbal items for a visual reasoning test using templated-based automatic item generation (AIG). The fundamental research method involved following the three stages of template-based AIG. An item from the 2016 4th-grade entrance exam of the Science and Art Center (known as BILSEM) was chosen as the…

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 Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written…

We report on an innovative computer-adaptive assessment, the Comprehensive Research-based Early Math Ability Test (CREMAT), using the case of 1st- and 2nd-graders' understanding of geometric measurement. CREMAT was developed with multiple aims in mind, including: (1) be administered with a reasonable number of items, (2) identify the level(s) of…

Background and Context: Valid assessment of understanding of programming concepts in primary school children is essential to implement and improve programming education. Objective: We developed and validated the Computerized Adaptive Programming Concepts Test (CAPCT) with a novel application of Item Response Theory. The CAPCT is a web-based and…

To help ensure that assessments are properly administered, states have developed policies about who can administer or proctor assessments, and the training they must have. This report presents the findings of our analysis of states' 2021 policies on the qualifications and requirements for test administrators, proctors, and accommodations providers…

The emergence of digital-first assessments is prompting reconsideration of, and innovation in, aspects of psychometrics, test validation, and test use. Using the Duolingo English Test (DET) as an example, this three-paper series seeks to address issues concerning the estimation of classification consistency and the reporting of results for such…

Learning outcome modeling is a technical underpinning for the successful evaluation of learners' learning outcomes through computer-based assessments. In recent years, collaborative filtering approaches have gained popularity as a technique to model learners' item responses. However, how to model the temporal dependencies between item responses…

"Integrative evaluation" is an approach with two main phases: identification of plausible rival hypotheses and integration of rival hypotheses. The first phase may correspond to traditional adversary evaluation, whereas the second phase, that is not included in adversary evaluation, requires integrative thinking which can be applied when…

Discussions around assessment integrity often focus on the exam conditions and the motivations and values of those who cheated in comparison with those who did not. We argue that discourse needs to move away from a binary representation of cheating. Instead, we propose that the conversation may be more productive and more impactful by focusing on…

Though a substantial amount of research exists on imputing missing scores in educational assessments, there is little research on cases where responses or scores to an item are missing for all test takers. In this paper, we tackled the problem of imputing missing scores for tests for which the responses to an item are missing for all test takers.…