In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.

In this CASEL Measuring SEL blog, James Soland shares how work with Santa Ana Unified School District led to new insights on how item response times and test metadata may provide insight into student SEL.

Using data from Northwest Evaluation Association’s Measures of Academic Progress assessment, reading achievement was analyzed from 224 students with visual impairments in grades 3–10, in four states over an eight-year time period.

This study investigates the impact of three different IRT scaling and equating methods in building an item bank of tests from 23 years of a national licensure exam . The study focuses on several key psychometric issues including scaledriftandequatingerrors.

This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.

This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.

This study compares reading growth for students with visual impairments with a nationally normed group of students from the general population using data from the NWEA MAP Growth assessment.