Journal article
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This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Guirong Li, Millie Lin, Chengfang Liu, Angela Johnson, Yanyan Li, Prashant Loyalka
Topics: Empowering educators, High-growth schools & practices
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This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Childrenās early literacy intervention, āLiteracy Boost.ā
By: Angela Johnson, Catherine Galloway, Elliot Friedlander, Claude Goldenberg
Topics: Empowering educators, Early learning, Reading & language arts
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In this study, repeated measures of math achievement and self-efficacy are used to fit a variety of latent curve models that jointly estimate growth in both constructs.
By: James Soland
Topics: Growth modeling, Social-emotional learning, Student growth & accountability policies
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Summer credit recovery impact on newcomer English Learners
This article investigates the efficacy of a summer credit recovery program aimed at expanding high school newcomer ELsā access to academic subjects.
By: Angela Johnson
Topics: English Language Learners, College & career readiness
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The (non)impact of differential test taker engagement on aggregated scores
Disengaged test taking tends to be most prevalent with low-stakes tests. This has led to questions about the validity of aggregated scores from large-scale international assessments such as PISA and TIMSS, as previous research has found a meaningful correlation between the mean engagement and mean performance of countries.
By: Steven Wise, James Soland, Yuanchao Bo
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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
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The emerging science of test-taking disengagement
Student performance on standardized tests reflects more than just mastery of the material.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement