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Download full textBenton, Tom; Leech, Tony; Hughes, Sarah – Cambridge Assessment, 2020
In the context of examinations, the phrase "maintaining standards" usually refers to any activity designed to ensure that it is no easier (or harder) to achieve a given grade in one year than in another. Specifically, it tends to mean activities associated with setting examination grade boundaries. Benton et al (2020) describes a method…
Descriptors: Mathematics Tests, Equated Scores, Comparative Analysis, Difficulty Level
Peer reviewed
Direct linkNeitzel, Jennifer; Early, Diane; Sideris, John; LaForrett, Doré; Abel, Michael B.; Soli, Margaret; Davidson, Dawn L.; Haboush-Deloye, Amanda; Hestenes, Linda L.; Jenson, Denise; Johnson, Cindy; Kalas, Jennifer; Mamrak, Angela; Masterson, Marie L.; Mims, Sharon U.; Oya, Patti; Philson, Bobbi; Showalter, Megan; Warner-Richter, Mallory; Kortright Wood, Jill – Journal of Early Childhood Research, 2019
The Early Childhood Environment Rating Scales, including the "Early Childhood Environment Rating Scale--Revised" (Harms et al., 2005) and the "Early Childhood Environment Rating Scale, Third Edition" (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent…
Descriptors: Rating Scales, Early Childhood Education, Educational Quality, Scoring
Kieftenbeld, Vincent; Boyer, Michelle – Applied Measurement in Education, 2017
Automated scoring systems are typically evaluated by comparing the performance of a single automated rater item-by-item to human raters. This presents a challenge when the performance of multiple raters needs to be compared across multiple items. Rankings could depend on specifics of the ranking procedure; observed differences could be due to…
Descriptors: Automation, Scoring, Comparative Analysis, Test Items
Attali, Yigal; Saldivia, Luis; Jackson, Carol; Schuppan, Fred; Wanamaker, Wilbur – ETS Research Report Series, 2014
Previous investigations of the ability of content experts and test developers to estimate item difficulty have, for themost part, produced disappointing results. These investigations were based on a noncomparative method of independently rating the difficulty of items. In this article, we argue that, by eliciting comparative judgments of…
Descriptors: Test Items, Difficulty Level, Comparative Analysis, College Entrance Examinations
Jones, Ian; Inglis, Matthew – Educational Studies in Mathematics, 2015
School mathematics examination papers are typically dominated by short, structured items that fail to assess sustained reasoning or problem solving. A contributory factor to this situation is the need for student work to be marked reliably by a large number of markers of varied experience and competence. We report a study that tested an…
Descriptors: Problem Solving, Mathematics Instruction, Mathematics Tests, Test Items
Zhang, Mo; Breyer, F. Jay; Lorenz, Florian – ETS Research Report Series, 2013
In this research, we investigated the suitability of implementing "e-rater"® automated essay scoring in a high-stakes large-scale English language testing program. We examined the effectiveness of generic scoring and 2 variants of prompt-based scoring approaches. Effectiveness was evaluated on a number of dimensions, including agreement…
Descriptors: Computer Assisted Testing, Computer Software, Scoring, Language Tests
Sawchuk, Stephen – Education Digest: Essential Readings Condensed for Quick Review, 2010
Most experts in the testing community have presumed that the $350 million promised by the U.S. Department of Education to support common assessments would promote those that made greater use of open-ended items capable of measuring higher-order critical-thinking skills. But as measurement experts consider the multitude of possibilities for an…
Descriptors: Educational Quality, Test Items, Comparative Analysis, Multiple Choice Tests
Chavez, Oscar; Papick, Ira; Ross, Dan J.; Grouws, Douglas A. – Online Submission, 2010
The purpose of this paper was to describe the process of development of assessment instruments for the Comparing Options in Secondary Mathematics: Investigating Curriculum (COSMIC) project. The COSMIC project was a three-year longitudinal comparative study focusing on evaluating high school students' mathematics learning from two distinct…
Descriptors: Mathematics Education, Mathematics Achievement, Interrater Reliability, Scoring Rubrics
Michaelides, Michalis P.; Haertel, Edward H. – Center for Research on Evaluation Standards and Student Testing CRESST, 2004
There is variability in the estimation of an equating transformation because common-item parameters are obtained from responses of samples of examinees. The most commonly used standard error of equating quantifies this source of sampling error, which decreases as the sample size of examinees used to derive the transformation increases. In a…
Descriptors: Test Items, Testing, Error Patterns, Interrater Reliability
O'Neill, Thomas R.; Lunz, Mary E. – 1996
To generalize test results beyond the particular test administration, an examinee's ability estimate must be independent of the particular items attempted, and the item difficulty calibrations must be independent of the particular sample of people attempting the items. This stability is a key concept of the Rasch model, a latent trait model of…
Descriptors: Ability, Benchmarking, Comparative Analysis, Difficulty Level
Takala, Sauli – 1998
This paper discusses recent developments in language testing. It begins with a review of the traditional criteria that are applied to all measurement and outlines recent emphases that derive from the expanding range of stakeholders. Drawing on Alderson's seminal work, criteria are presented for evaluating communicative language tests. Developments…
Descriptors: Alternative Assessment, Communicative Competence (Languages), Comparative Analysis, Evaluation Criteria
Webb, Melvin W., II; Miller, Eva R. – 1995
As constructed-response items become an integral part of educational assessments, setting student performance standards on constructed-response items has become an important issue. Two standard-setting methods, one used for setting standards on the National Assessment of Educational Progress (NAEP) in reading in grade 8 and the other used to set…
Descriptors: Comparative Analysis, Constructed Response, Criteria, Educational Assessment
Chang, Lei – 1996
It was hypothesized that, when compared to the Angoff method (W. H. Angoff, 1971), the Nedelsky method (L. Nedelsky, 1954) for standard setting had lower intrajudge inconsistency, lower cutscores, and lower cutscores especially for items presenting challenges to the judges. These hypotheses were tested and supported in a sample of 22 graduate…
Descriptors: Comparative Analysis, Cutting Scores, Difficulty Level, Distractors (Tests)
McGhee, Debbie E.; Lowell, Nana – New Directions for Teaching and Learning, 2003
This study compares mean ratings, inter-rater reliabilities, and the factor structure of items for online and paper student-rating forms from the University of Washington's Instructional Assessment System. (Contains 3 figures and 2 tables.)
Descriptors: Psychometrics, Factor Structure, Student Evaluation of Teacher Performance, Test Items
Nakamura, Yuji – Journal of Communication Studies, 1997
This study investigated the effects of three aspects of language testing (test task, familiarity with an interviewer, and test method) on both tester and tested. Data were drawn from several previous studies by the researcher. Concerning test task, data were analyzed for the type of topic students wanted most to talk about or preferred not to talk…
Descriptors: Behavior Patterns, Comparative Analysis, English (Second Language), Interrater Reliability
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