Always Learning

Next Generation Paper Series

Find Research:
TITLE
DESCRIPTION
AUTHOR
DATE
Establishing an Evidence-based Validity Argument for Performance Assessment

Recent initiatives have proposed to use performance tasks in ambitious new ways, including monitoring student growth and evaluating teacher effectiveness.

Lai, Emily R., Wei, Hua, Hall, Erika L., Fulkerson, Dennis 09-01-2012
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
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
Pearson Feedback: Development of Open Technology Standards

This report includes Pearson’s feedback to the recent post by the U.S. Department of Education (ED) concerning the development of open technology standards for managing and delivering student assessments and assessment results.”

Jon S. Twing, PhD 11-01-2011
Overview of Student Growth Models

This paper provides an overview of student growth modeling and describes how states use student growth models in the federal accountability system.

O'Malley, Kimberly J., Ph.D., Murphy, Stephen, Ph.D., Larsen McClarty, Katie, Ph.D., Murphy, Daniel, Ph.D., McBride, Yuanyuan, Ph.D. 09-01-2011
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
Pearson's Text Complexity Measure

Pearson's Knowledge Technologies group has developed a new measure of text complexity that is fundamentally different from current readability measures.

Landauer, Thomas K. 05-02-2011
Bulletin #20: Performance-based Assessment: Some New Thoughts on an Old Idea

The purpose of this bulletin is to review arguments in favor and arguments against the use of performance-based assessments to assess student achievement in light of proposed test score uses

Lai, Emily R. 05-01-2011
Pearson's Automated Scoring of Writing, Speaking, and Mathematics

This document describes several examples of current item types that Pearson has designed and fielded successfully with automatic scoring.

Streeter, Lynn, Bernstein, Jared, Foltz, Peter, DeLand, Donald 05-01-2011
Top Ten: Transitioning English Language Arts Assessment

This document is designed to identify the top ten considerations that states and consortia will need to address as they plan the transition of their ELA assessments.

Becker, Delise, Bay-Borelli, Michael, Brinkerhoff, Lee, Crain, Kellie, Davis, Laurie, Fuhrken, Charles, Hartmann, Tiffany, Larkin, Jay, O’Malley, Kimberly, Trevvett, Suzanne 05-01-2011
Motivation: A Literature Review

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

Lai, Emily R. 04-12-2011
Bulletin #19: Making Sense of the Metrics: Student Growth, Value-added Models and Teacher Effectiveness

The goal of this bulletin is to define student growth, value-added models, and teacher effectiveness, three terms often confused.

O'Malley, Kimberly, McClarty, Katie, Magda, Tracey, Burling, Kelly 04-01-2011
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
Cognitive Lab Evaluation of Innovative Items in Mathematics and English Language Arts Assessment of Elementary, Middle, and High School Students

This research report examines a study in which a set of prototype items were developed to align with specific Common Core State Standards and administered to students in a series of cognitive labs. The report details results and offers implications and recommendations for future use.

Dolan, Robert P., Goodman, Joshua, Strain-Seymour, Ellen, Adams, Jeremy, Sethuraman, Sheela 03-01-2011
Considerations for Performance Scoring When Designing and Developing Next Generation Assessments

This white paper explores the interactions between test design and scoring approach, and the implications for performance scoring quality, cost, and efficiency in next generation assessments.

Jones, Marianne, Vickers, Daisy 03-01-2011
Assessment Technology Standards

Pearson’s response to the United States Department of Education’s Request for Information.

Twing, Jon 01-17-2011
Considerations For Developing Test Specifications For Common Core Assessments

The purpose of this paper is to describe the role that test specifications play in supporting the development of valid and reliable large-scale summative academic achievement assessments.

Bay-Borelli, Michael, Rozunick, Christine, Way, Walter "Denny", Weisman, Eric 12-01-2010
Bulletin #4: Alternate Assessment - the 1% Rule; Modified Assessment - the 2% Rule

Since the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, commonly known as No Child Left Behind (NCLB), states must include all students in public school in the statewide accountability system, and are accountable for the achievement of all students.

Burling, Kelly 06-01-2007