A cessation of measurement: Identifying test taker disengagement using response time
In this session from the National Council on Measurement in Education 2020 virtual conference (from 1:06:40 in video), Dr. Wise shares research insights into test disengagement and how disengagement should be managed in scoring.
By: Steven Wise, Megan Kuhfeld
Parameter estimation accuracy of the effort-moderated IRT model under multiple assumption violations
This session from the National Council on Measurement in Education 2020 virtual conference presents new research findings on understanding and managing test-taking disengagement.
By: James Soland, Joseph Rios
Using retest data to evaluate and improve effort-moderated scoring
This session from the National Council on Measurement in Education 2020 virtual conference presents new research findings on understanding and managing test-taking disengagement (presentation begins at 22:55).
By: Steven Wise, Megan Kuhfeld
This session from the 2020 National Council on Measurement in Education virtual conference presents new research findings on understanding and managing test-taking disengagement. (Presentation begins at 22:55).
By: James Soland, Steven Wise
Topics: School & test engagement
Dual language education and academic growth
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
Topics: Equity, English Language Learners, Seasonal learning patterns & summer loss
Dual identification? The effects of English Learner status on special education placement
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Topics: Equity, English Language Learners
Assessment education: Bridging research, theory, and practice to promote equity and student learning
This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.
Edited by: Beth Tarasawa, Amelia Gotwals, Cara Jackson
Topics: Empowering educators, Equity