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Direct linkWilson, Joshua; Rodrigues, Jessica – Grantee Submission, 2020
The present study leveraged advances in automated essay scoring (AES) technology to explore a proof of concept for a writing screener using the "Project Essay Grade" (PEG) program. First, the study investigated the extent to which an AES-scored multi-prompt writing screener accurately classified students as at risk of failing a Common…
Descriptors: Writing Tests, Screening Tests, Classification, Accuracy
Song, Yi; Deane, Paul; Beigman Klebanov, Beata – ETS Research Report Series, 2017
This project focuses on laying the foundations for automated analysis of argumentation schemes, supporting identification and classification of the arguments being made in a text, for the purpose of scoring the quality of written analyses of arguments. We developed annotation protocols for 20 argument prompts from a college-level test under the…
Descriptors: Scoring, Automation, Persuasive Discourse, Documentation
Park, Yoon Soo – ProQuest LLC, 2011
The use of constructed response (CR) items or performance tasks to assess test takers' ability has grown tremendously over the past decade. Examples of CR items in psychological and educational measurement range from essays, works of art, and admissions interviews. However, unlike multiple-choice (MC) items that have predetermined options, CR…
Descriptors: Responses, Scoring, Item Response Theory, Testing
Frame, Laura B.; Vidrine, Stephanie M.; Hinojosa, Ryan – Journal of Psychoeducational Assessment, 2016
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…
Descriptors: Achievement Tests, Elementary Secondary Education, Test Validity, Test Reliability
DeCarlo, Lawrence T. – ETS Research Report Series, 2008
Rater behavior in essay grading can be viewed as a signal-detection task, in that raters attempt to discriminate between latent classes of essays, with the latent classes being defined by a scoring rubric. The present report examines basic aspects of an approach to constructed-response (CR) scoring via a latent-class signal-detection model. The…
Descriptors: Scoring, Responses, Test Format, Bias
Eckes, Thomas – Language Testing, 2008
Research on rater effects in language performance assessments has provided ample evidence for a considerable degree of variability among raters. Building on this research, I advance the hypothesis that experienced raters fall into types or classes that are clearly distinguishable from one another with respect to the importance they attach to…
Descriptors: Performance Based Assessment, Language Tests, Measures (Individuals), Scoring
