In data collected from virtual learning environments (VLEs), item response theory (IRT) models can be used to guide the ongoing measurement of student ability.

Important educational policy decisions, like whether to shorten or extend the school year, often assume that growth in achievement is linear through the school year.  This research examines this untested assumption using data from seven million students in kindergarten through 8th grade across the fall, winter, and spring of the 2016-17 school year.

Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.

NWEA equated words-correct-per-minute (WCPM) scores from oral reading passages included in the NWEA MAP Reading Fluency assessment.

In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.

This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.

This study investigates whether rapid guessing is a stable trait-like behavior or if rapid guessing is determined mostly by situational variables, and whether rapid guessing over the course of several tests is associated with certain psychological and background measures. We find that rapid guessing tends to be more state-like compared to academic achievement scores, which are fairly stable and that repeated rapid guessing is strongly associated with students’ academic self-efficacy and self-management scores.