We report the results of a convergent validity study examining the externalizing subscale (SRSS-E5, five items) of the adapted Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE 9) with the externalizing subscale of the Teacher Report Form (TRF) with two samples of K-12 students. Results of logistic regression and receiver…

We report results from this psychometric study examining convergent validity between internalizing subscale (SRSS-I4) scores from the revised version of the teacher-completed Student Risk Screening Scale for Internalizing and Externalizing behavior (SRSS-IE 9) and the internalizing subscale from the Teacher Report Form (TRF). Using the sample of…

Curriculum-based measurement in reading (CBM-R) is a commonly used tool for universal screening and progress monitoring in K-12 education and is one that can add value to decision-making. However, the social validity of this measure among teachers is often questioned. Reasons some teachers have traditionally opposed the use of CBM-R have included…

The long-term goal of the State Systemic Improvement Plan (SSIP) and other federal and state early intervention and early childhood education initiatives is improved child and family outcomes. States play a critical role in supporting practitioners in the use of evidence-based practices to improve child and family outcomes. When practitioners…

The changes in the economy and society in this century have placed a greater emphasis on the skills that citizens need to be successful. This diverse set of skills, often referred to as 21st century skills, and including critical thinking, creativity, problem solving, communication, and socio-emotional skills, among others, are in high demand as…

Nurturing student artificial intelligence (AI) competency is crucial in the future of K-12 education. Students with strong AI competency should be able to ethically, safely, healthily, and productively integrate AI into their learning. Research on student AI competency is still in its infancy, primarily focusing on theoretical and professional…

Sound measurement of teacher self-efficacy and anxiety surrounding data-driven decision making is crucial in both theory-building and efficacy studies, as well as in practical contexts. The present study (N=457) thusly examined the validity of inferences drawn from the Data-Driven Decision-Making Efficacy and Anxiety Inventory (3D-MEA; Dunn et…

This article discusses critical methodological design decisions for collecting, interpreting, and synthesizing empirical evidence during the design, deployment, and operational quality-control phases for automated scoring systems. The discussion is inspired by work on operational large-scale systems for automated essay scoring but many of the…

In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…

Although peer nomination measures have been used by researchers for nearly a century, common methodological practices and rules of thumb (e.g., which variables to measure; use of limited vs. unlimited nomination methods) have continued to develop in recent decades. At the same time, other key aspects of the basic nomination procedure (e.g.,…

This quantitative study explored the statistical relationship between American Association of Community Colleges (AACC) leadership competencies and data-driven decision making (DDDM) literacy among rural community college leaders in the Midwest. Specifically, the authors examined how AACC community college leadership competencies may predict the…

We collected data from 691 teachers from 139 schools in Michigan to validate the instrument titled Data-informed Decision-making on High-impact Strategies, designed based on Marzano's (2003) 11 high-impact strategies. Results of confirmatory factor analysis strongly supported the 11-factor model as the most valid approach to measure teachers'…

The conventional focus of validity in educational measurement has been on intended interpretations and uses of test scores. Empirical studies of test use by teachers, administrators and policy-makers show that actual interpretations and uses of test scores in context are invariably shaped by local users' questions, which frequently require…

Assessing complex constructs such as those discussed under the umbrella of 21st century constructs highlights the need for a principled assessment design and validation approach. In our discussion, we made a case for three considerations: (a) taking construct complexity into account across various stages of assessment development such as the…

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data…