Journal article
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The impact of test-taking disengagement on item content representation
Rapid-guessing can distort test scores and adversely affect measurement. New research shows how disengaged responses can also distort content representation.
By: Steven Wise
Topics: Measurement & scaling, Innovations in reporting & assessment, School & test engagement
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Three measures of test adaptation based on optimal test information
This study extends the work of Reckase, Zu, and Kim (2019) by introducing three new measures of test adaptation.
Topics: Measurement & scaling
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The impact of English Learner reclassification on high school reading and academic progress
This study estimates the causal impact of 8th grade English learner (EL) reclassification on high school English language arts (ELA) standardized test scores, SAT (Scholastic Aptitude Test) reading, and on-track to graduate status.
By: Angela Johnson
Topics: High-growth schools & practices, English Language Learners, Reading & language arts
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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 studentsā academic self-efficacy and self-management scores.
By: James Soland, Megan Kuhfeld
Topics: Measurement & scaling, School & test engagement, Social-emotional learning
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A posterior predictive model checking method assuming posterior normality for item response theory
This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Megan Kuhfeld
Topics: Growth modeling
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Positionality in teaching: Implications for advancing social justice
In order to ask students to be vulnerable in talking about how they have been exposed to, and impacted by, society’s messages about race, gender, and sexual identity, we have a responsibility to first demonstrate that vulnerability ourselves. Thus, our work is more about ābeingā than ādoing.ā Modeling honest self-assessment allows us to ask students to be reflective about their relationship to power, privilege, and oppression.
By: Angelica Paz Ortiz, Beth Tarasawa, Jack Straton, Noelle Al-Mustaifry, Anmarie Trimble
Topics: Equity
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This study uses an analytic example to explore whether metadata might help illuminate such constructs. Specifically, analyses examine whether the amount of time students spend on test items (after accounting for item difficulty and estimates of true achievement), and difficult items in particular, tell us anything about the student’s academic motivation and selfāefficacy.
By: James Soland
Topics: Math & STEM, School & test engagement, Social-emotional learning