Mastery behaviours -- seeking out challenging tasks and continuing to work on them despite difficulties -- are integral to achievement but difficult to measure with precision. The current study reports on the development and validation of the computer-based persistence, effort, resilience, and challenge-seeking (PERC) task in two demographically…

The Spring 2020 Nebraska Student-Centered Assessment System (NSCAS) General Summative testing was cancelled due to COVID-19. This technical report documents the processes and procedures that had been implemented to support the Spring 2020 assessments prior to the cancellation. The following sections are presented in this technical report: (1)…

In the first chaotic days of the crisis, schools across the United States organized to assemble and distribute instructional materials and to make a rapid transformation from school-based to home-based learning. the impact of this crisis on all students is significant. As districts resume instruction in the upcoming school year, they will not only…

This is the 21st report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2017-18 assessment data for students with disabilities "to the…

In what ways and to what extent has the COVID-19 pandemic impacted racial and socioeconomic inequities in educational opportunity and access in North Carolina? This report, commissioned by the Brady Education Foundation and prepared by researchers at the Public School Forum of North Carolina and the Samuel DuBois Cook Center on Social Equity at…

The National Assessment of Educational Progress (NAEP), first administered in 1969, is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as civics, geography, mathematics, reading, science, U.S. history, and writing. The results of NAEP are released as The…

The incidence of co-occurring language and behavior problems has been described and explored for more than 25 years. As many as 62% to 95% of students with emotional or behavioral disorders (E/BD) have undetected language impairments (LI). Without recognizing language and behavioral challenges, serious learning consequences may result. Solely…

This study represents program-level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end-of-year testing was whether the students were doing their best on assessments. To investigate this, 253…

Global efforts for standards-based linguistic assessment increasingly hold that examinees should be tested in the language with which they are most familiar. Yet, language use still occurs differently from its characterization in exams, even as exams are increasingly developed in historically minoritized languages. Drawing from two years of…

The purpose of this study was to create and prototype a dual language assessment task that allows young English learners to use their entire cadre of linguistic resources (language and non-verbal resources) to obtain information about their emergent language abilities. We developed a dual language assessment task in which students described a…

Purpose: In this study, we investigate temporal adaptation capacities of children with normal hearing and children with cochlear implants and/or hearing aids during verbal exchange. We also address the question of the efficiency of a rhythmic training on temporal adaptation during speech interaction in children with hearing loss. Method: We…

This research explores the types of questions teachers ask their students in CLIL classrooms and how they can optimize their use of these questions. It came about as a result of a slowdown detected in the learning capacity of students after the first two years of CLIL programmes in the region of Murcia, Spain. The first data collected demonstrated…

Arabic stress is predictable, varies across words, and does not have a contrastive role, whereas, Hebrew stress although nonpredictable, carries contrastive value. Stress processing was assessed in speakers of the two languages at three processing levels: discrimination, short-term memory, and metalinguistic awareness. In Experiment 1, Arabic…

This edited volume brings together 10 cutting-edge empirical studies on the realities of English language learning, teaching and testing in a wide range of global contexts where English is an additional language. It covers three themes: learners' development of interactional competence, the organization of teaching and testing practices, and…

This article considers the politics of adoption of a testing regime in South Africa. While the broad features of this regime are similar to those in developed countries, there are features specific to the South African context. These emerge from a combination of external and internal pressures. External pressures derive from international testing…