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Criterion-Related Validity of Youth Mental Health Assessments: Application of Kraemer's Satellite Model
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Elizabeth Talbott; Andres De Los Reyes; Junhui Yang; Mo Wang – Society for Research on Educational Effectiveness, 2024
Youth in the U.S. face a mental health crisis--one that has steadily worsened over the past 10 years (Centers for Disease Control, 2023). Youth with disabilities may experience increased mental health risk compared to their peers without disabilities. Recent national surveys and systematic reviews reveal that mental health risk may be elevated for…
Descriptors: Youth, Youth Problems, Mental Health, Crisis Intervention
Extending Principles of Evidence-Centered Design for Diverse Populations: K-12 English Learners with the Most Significant Cognitive Disabilities
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Melissa L. Gholson; Lorraine Sova; Maurice Cogan Hauck; Linda Howley; And Traci Albee – Educational Assessment, 2024
Designing an effective K-12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the…
Descriptors: Evidence Based Practice, Student Diversity, English Language Learners, Elementary School Students
Validity of a Special Education Teacher Observation System
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Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Educational Assessment, 2020
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers' ability to effectively implement evidence-based practices and to provide specific, actionable feedback to…
Descriptors: Special Education Teachers, Teacher Effectiveness, Test Construction, Test Validity
Validity of a Special Education Teacher Observation System
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Johnson, Evelyn S.; Crawford, Angela; Moylan, Laura A.; Zheng, Yuzhu – Grantee Submission, 2019
This manuscript describes the comprehensive validation work undertaken to develop the Recognizing Effective Special Education Teachers (RESET) observation system, which was designed to provide evaluations of special education teachers' ability to effectively implement evidence-based practices and to provide specific, actionable feedback to…
Descriptors: Special Education Teachers, Teacher Effectiveness, Test Construction, Test Validity
Evaluating the Implementation of Evidence-based Practices -- Tip Sheet Series
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Center for IDEA Early Childhood Data Systems (DaSy), 2019
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…
Descriptors: Evidence Based Practice, Early Intervention, Early Childhood Education, Data Collection
Use of Evidence-Centered Design to Develop Learning Maps-Based Assessments
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Sue Bechard; Amy Clark; Russell Swinburne Romine; Meagan Karvonen; Neal Kingston; Karen Erickson – International Journal of Testing, 2019
Evidence-based approaches to assessment design, development, and administration provide a strong foundation for an assessment's validity argument but can be time consuming, resource intensive, and complex to implement. This article describes an evidence-based approach used for one assessment that addresses these challenges. Evidence-centered…
Descriptors: Evidence Based Practice, Test Construction, Test Validity, Measurement