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Impact of Design Effects in Large-Scale District and State Assessments
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Phillips, Gary W. – Applied Measurement in Education, 2015
This article proposes that sampling design effects have potentially huge unrecognized impacts on the results reported by large-scale district and state assessments in the United States. When design effects are unrecognized and unaccounted for they lead to underestimating the sampling error in item and test statistics. Underestimating the sampling…
Descriptors: State Programs, Sampling, Research Design, Error of Measurement
Sources of Uncertainty Often Ignored in Adjusting State Mean SAT Scores for Differential Participation Rates: The Rules of the Game.
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Holland, Paul W.; Wainer, Howard – Applied Measurement in Education, 1990
Two attempts to adjust state mean Scholastic Aptitude Test (SAT) scores for differential participation rates are examined. Both attempts are rejected, and five rules for performing adjustments are outlined to foster follow-up checks on untested assumptions. National Assessment of Educational Progress state data are determined to be more accurate.…
Descriptors: College Applicants, College Entrance Examinations, Estimation (Mathematics), Item Bias
The Reliability of Mathematics Portfolio Scores: Lessons from the Vermont Experience.
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Klein, Stephen P.; And Others – Applied Measurement in Education, 1995
Portfolios are the centerpiece of Vermont's statewide assessment program in mathematics. Portfolio scores in the first two years were not reliable enough to permit the reporting of student-level results, but increasing the number of readers or the number of portfolio pieces is not operationally feasible. (SLD)
Descriptors: Educational Assessment, Elementary Secondary Education, Mathematics Tests, Performance Based Assessment
Linking Statewide Tests to the National Assessment of Educational Progress: Stability of Results.
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Linn, Robert L.; Kiplinger, Vonda L. – Applied Measurement in Education, 1995
The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress by using equipercentile equating procedures was investigated using statewide mathematics data from four states. Results suggest that the linkings are not sufficiently trustworthy to make comparisons based on the tails of the distribution.…
Descriptors: Comparative Analysis, Educational Assessment, Equated Scores, Mathematics Tests