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Evidence of Test Score Use in Validity: Roles and Responsibilities
This paper clarifies the role that the consequences of test score use play in validity judgments, assigns responsibility for collecting evidence of test score use consequences, and offers a framework that summarizes the conditions under which the responsibility for collecting evidence of consequences falls to the test developer or to the test user. |
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216 KB |
A Comparison of Methods of Estimating Subscale Scores for Mixed-Format Tests
This paper reviews and evaluates a number of methods that attempt to provide a more precise and reliable estimation of objective scores. |
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652 KB |
An Empirical Investigation of Growth Models
This paper empirically compared five growth models in the attempt to inform researchers and practioners about relative strengths and weaknesses of the models. Using simulated data where the true growth is assumed know a priori, the research question was to investigate whether the various growth models were able to recover the true ranking of schools. |
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377 KB |
Recent Trends in Comparability Studies
This paper reviews the research addressing the comparability of computer-delivered tests and pencil-and-paper tests. The first part summarizes the state of online testing technology and the different methods used in the comparability studies. The second part discusses the results from the studies, specifically in K-12 testing. The last part discusses the potential of online assessments. |
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148 KB |
Inclusive Design for Maximum Accessibility: A Practical Approach to Universal Design
This paper outlines an approach for combining Universal Design for Learning (UDL) and Universal Design for Assessment (UDA) in evaluating large-scale assessment programs. The paper discusses a planning approach that includes the construct and use of the assessment and the accommodations provided, plus the psychometric implications related to test scaling and comparability. |
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100 KB |
Strategies for Controlling Item Exposure in Computerized Adaptive Testing with the Partial Credit Model
This paper discusses randomization procedures, determined by exposure control research with polytomous item pools, to be very effective for controlling test security in computerized adaptive testing (CAT). The study investigated the performance of four procedures for controlling item exposure in a CAT under the partial credit model. |
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196 KB |
Evidence for the Interpretation and Use of Scores from an Automated Essay Scorer
This paper examines validity evidence for the scores based on the Intelligent Essay Assessor (IEA), an automated essay-scoring engine developed by Pearson Knowledge Technologies. The results of this study provides positive evidence for the use of IEA scores as measures of writing achievement. |
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100 KB |
Practical Questions in Introducing Computerized Adaptive Testing for K-12 Assessments
This paper describes some of the successful practices that have been used in operational high-stakes CAT programs, as well as the challenges these programs face. The discussion is aimed to assist state departments of education in considering the use of CAT as they move to transition testing programs to online delivery in the future. |
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92 KB |
