Journal article
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In this study we conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs. Implications of this new source of SEL data for practice, policy, and research are discussed.
By: James Soland, Gema Zamarro, Albert Cheng, Collin Hitt
Topics: Innovations in reporting & assessment, School & test engagement, Social-emotional learning
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Rethinking summer slide: The more you gain, the more you lose
Megan Kuhfeld draws on data from the 3.4 million students who took the NWEA MAP Growth assessments to find that summer slide is common, but not inevitable. According to the data, the students who experienced the greatest loss were those who made the greatest gains during the previous school year.
By: Megan Kuhfeld
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A matter of time: variations in high school course-taking by years-as-EL subgroup
This study improves upon previous research by addressing this dimension of heterogeneity and reporting detailed by-subject analyses.
By: Angela Johnson
Topics: Equity, English Language Learners
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Validating the SEDA measures of district educational opportunities via a common assessment
his study describes a convergent validity analysis of the SEDA growth estimates in mathematics and English Language Arts (ELA) by comparing the SEDA estimates against estimates derived from NWEAās MAP Growth assessments.
By: Megan Kuhfeld, Thurston Domina, Paul Hanselman
Topics: Equity, Growth modeling, Measurement & scaling
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The changing landscape of assessment and accommodation policies
Educational assessments must include accommodations in the pursuit of accessibility for all, but the development and drive for accommodations on assessments is everchanging. This paper looks to review the accommodations landscapeā discovering the past, highlighting our present progress, and uncovering new areas to explore.
By: Elizabeth Barker
Topics: Equity, Accessibility, Student growth & accountability policies
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In this study, we examine the impact of two techniques to account for test disengagementā(a) removing unengaged test takers from the sample and (b) adjusting test scores to remove rapidly guessed itemsāon 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
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Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).
By: James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi
Topics: Measurement & scaling, Social-emotional learning, Student growth & accountability policies