Measurement & scaling
An information-based approach to identifying rapid-guessing thresholds
Although several common threshold methods are based on rapid guessing response accuracy or visual inspection of response time distributions, this paper describes a new information-based approach to setting thresholds that does not share the limitations of other methods.
By: Steven Wise
Validating the SEDA measures of district educational opportunities via a common assessment
SEDA provides a unique measure of educational opportunity across the United States. New research supports SEDA achievement scores, but also reveals some differences in growth estimates.
By: Megan Kuhfeld, Thurston Domina, Paul Hanselman
Topics: Equity, Growth modeling, Measurement & scaling
What happens when test takers disengage? Understanding and addressing rapid guessing
How does rapid-guessing differ from solution behavior? Research provides insight into test disengagement and how disengagement should be managed in scoring.
By: Steven Wise, Megan Kuhfeld
Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.
By: James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi
Topics: Measurement & scaling, Social-emotional learning, Student growth & accountability policies
The impact of proctor notification when students disengage
How do you help make sure students give their best effort on testing day? New research on student test engagement shows how proctor notification can make a significant impact.
By: Steven Wise, Megan Kuhfeld, James Soland
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights.
By: Megan Kuhfeld
In this study, we introduce those disengagement metrics for a policy and evaluation audience, including how disengagement might bias estimates of educational effectiveness. Analytically, we use data from a state administering a computer-based test to examine the effect of test disengagement on estimates of school contributions to student growth, achievement gaps, and summer learning loss.
By: Megan Kuhfeld, James Soland
Topics: Measurement & scaling, School & test engagement, Student growth & accountability policies