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Bulletin #25: College Readiness Indicators

This paper outlines current student-level indicators at the high school and middle school levels that predict college success. In this bulletin, indicators are divided into three categories: assessment scores (e.g., SAT® exam scores), transcript attributes (e.g., course rigor), and additional indicators (e.g., attendance) that impact achievement.

Cromwell, Ashley M. , Larsen McClarty, Katie , Larson, Sarah J. 05-25-2013
Bulletin #24: Learning Progressions: An Overview of Current Validation Methods

Learning progressions represent a set of skills or pieces of knowledge ordered sequentially from least to most complex. This sequence can guide instruction as well as assessment content. This paper describes several useful methods for validating learning progressions including validating the relationship between the progression and student knowledge as well as between the progression and associated assessments.

Soto, Amanda C.
Taylor, Melinda A.
Bulletin #23: What is College and Career Readiness? State Requirements for High School Graduation and State Public University Admissions

This paper compares the minimum requirements for high school graduation in each state with admission requirements for the state’s main (or “flagship”) university campus. In 80% of the states, the high school graduation requirements do not meet the minimum standards necessary for admission to their own state universities.

Conforti, Peter A. 05-23-2013
Bulletin #22: What is College and Career Readiness? A Summary of State Definitions

This paper outlines each state’s definition of college and career readiness and shows whether they associate with the Common Core State Standards Initiative (CCSSI), ACT College and Career Readiness System (ACCRS), or both. The general definition that emerges can not only facilitate interstate discussions on multiple levels, but also provide schools, districts, educators, students, and other stakeholders with clear objectives to effectively prepare students for postsecondary endeavors.

Conforti, Peter A. 05-22-2013
Creating Curriculum-Embedded, Performance-Based Assessments for Measuring 21st Century Skills in K-5 Students

This paper will share the author’s experiences working with a large and diverse school district to design curriculum-embedded, performance-based assessments (PBAs) that measure 21st century skills in K-5 students.

Lai, Emily R. 04-01-2012
Assessing 21st Century Skills: Integrating Research Findings

This paper synthesizes research evidence pertaining to several so-called 21st century skills: critical thinking, creativity, collaboration, metacognition, and motivation.

Lai, Emily R., Viering, Michaela 04-01-2012
The Case for Performance-Based Tasks without Equating

This paper proposes a model for performance-based assessments that assumes random selection of performance-based tasks (PBTs) from a large pool, and that assumes tasks are comparable without equating PBTs.

Way, Walter D., Murphy, Daniel, Powers, Sonya, Keng, Leslie 04-01-2012
Improving Text Complexity Measurement through the Reading Maturity Metric

The purposes of this paper are to describe how Word Maturity has been incorporated into Pearson’s text complexity measure, to present initial comparisons between this new measure of text complexity and traditional readability measures, and to address measurement issues in the development and use of text complexity measurements.

Landauer, Tom, Way, Walter D. 04-01-2012
Putting Ducks in a Row: Methods for Empirical Alignment of Performance Scoring

Using historical state data, this report evaluates nine different methods of aligning performance standards and discusses the effects of selecting different methods as well as the potential implications for interpretations of student progress and school success.

McClarty, Katie Larsen, Murphy, Daniel, Keng, Leslie, Turhan, Ahmet, Tong, Ye 04-01-2012
Bulletin #21: Evidence Based Standard Setting: Establishing Cut Scores by Integrating Research Evidence with Expert Content Judgments

In this bulletin, we describe the processes and practices associated with Evidence Based Standard Setting, which draw directly from the concept of evidence-based medicine.

Beimers, Jennifer N., Way, Walter D., McClarty, Katie Larsen, Miles, Julie A. 01-01-2012
Collaboration: A Literature Review

Collaboration is the “mutual engagement of participants in a coordinated effort to solve a problem together.”

Lai, Emily R. 06-01-2011
Critical Thinking: A Literature Review

Critical thinking includes the component skills of analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, and making decisions or solving problems.

Lai, Emily R. 06-01-2011
Motivation: A Literature Review

Motivation refers to reasons that underlie behavior that is characterized by willingness and volition.

Lai, Emily R. 04-12-2011
Metacognition: A Literature Review

Metacognition is defined most simply as "thinking about thinking."

Lai, Emily R. 04-01-2011
Through-Course Common Core Assessments in the United States: Can Summative Assessment Be Formative?

In this paper, we present a design for enhancing the formative uses of summative through-course assessments.

Way, Walter D., Larsen McClarty, Katie, Murphy, Dan, Ken, Leslie , Fuhrken, Charles 04-01-2011
American Diploma Project Algebra II End-of-Course Exam: Standard Setting Briefing Book

The Briefing Book includes an overview of 1) the American Diploma Project, 2) the ADP  Algebra II End-of-Course Exam, 3) the standard setting process, and 4) the validity studies conducted to  inform standard setting. Concurrent, cross sectional, and judgment studies are also included.

Pearson 07-01-2010
Designing and Operating a Common High School Assessment System

This paper attempts to lay out some of the important issues to be faced by states and consortia as they consider implementation of a high school assessment system within the current Race to the Top framework.

Camara, Wayne, Sweeney, Kevin, Twing, Jon S., Way, Walter D., Lazer, Stephen, Mazzeo, John 04-25-2010
Incremental Validity of Numerical Reasoning over Critical Thinking

This study was conducted to evaluate the incremental validity of numerical reasoning over critical thinking in predicting job performance and overall potential as measured by supervisors’ ratings.

Ejiogu, Kingsley C., Rose, Mark, Trent, John, Yang, Zhiming 08-01-2007
Understanding the Relationship Between Critical Thinking and Job Performance

This study was conducted to evaluate the relationship between a measure of critical thinking ability and job performance as measured by supervisors’ ratings.

Ejiogu, Kingsley C., Rose, Mark , Trent, John, Yang, Zhiming 05-01-2006
Miller Analogies Research Report

Once a mainstay of college admission tests, many educators have come to see the analogy format as obsolete, something like a manual typewriter in the age of word processing and text messaging.

Meagher, Don 03-01-2006
Understanding Analogies

Once a mainstay of college admission tests, many educators have come to see the analogy format as obsolete, something like a manual typewriter in the age of word processing and text messaging.

Meagher, Don, EdD 03-01-2006