|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|
|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|
|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|
|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|
|Bulletin #18: An Investigation of an Assessment-Centered Learning Environment with Formative Use||
Learning environments centered on assessments provide opportunities for feedback that yield information with potential benefit for improving learning and instruction.
|Arce, Alvaro J.||12-01-2010|
|Bulletin #17: A Comparison of Distributed and Regional Scoring||
Distributed scoring provides access to a wider pool of readers than those that could be included through regional scoring alone, thereby allowing for a larger number of readers to be recruited and permitting greater selectivity in reader recruitment. This has the potential for increased efficiency in training time for readers and could facilitate shorter turnaround times in performance scoring, which would, in turn, shorten the time between test administration and the reporting of test scores.
|Keng, Leslie, Davis, Laurie L., Ragland, Shelley||09-01-2010|
|Bulletin #16: Pearson’s Automated Scoring||
Pearson’s automated scoring technology, the Intelligent Essay Assessor (IEA), delivers fast, accurate, and valid assessment scores.
|Bulletin #15: Capturing Item Writers’ Expertise||
The efficient development of quality innovative items may be hindered by inexperienced item writers who are not familiar with the challenges and nuances of innovative item types. The study of expert item writers offers the possibility of capturing and “bottling” the knowledge and skills acquired by these experts over years of hard work.
|Fulkerson, Dennis, Nichols, Paul||06-01-2010|
|Bulletin #14: What Impact Does Calculator Use Have On Test Results?||
Calculators are commonly used in mathematics and science instruction. In fact, over 20 years ago, two studies commissioned by the College Board (Kupin & Whittington, 1988; Pfeiffenberger & Zolandz, 1989) indicated that, at that time, nearly all math and science college instructors permitted use of calculators for all types of course work and at least some tests
|Wolfe, Edward W.||05-01-2010|
|Bulletin #13: Comparability of Computerized Adaptive and Paper-Pencil Tests||
When a traditional Paper-Pencil Test (PPT) is delivered by computer, two types of computerization can be implemented. One is a linear Computer-Based Test (CBT) in which the paper version of the test is presented and administered via computers. The other type of computerization is the Computerized Adaptive Testing (CAT) in which not only the medium of administration changes from paper to computer but also the test delivery algorithm turns from linear to adaptive.
|Hong Wang, University of Pittsburgh, Chingwei David Shin, Pearson||03-01-2010|
|Bulletin #12: What is a learning progression?||
Learning progressions describe in words and examples what it means to move over time toward more expert understanding. This bulletin discusses research, assessment development, and the Pearson Foundation support for ongoing efforts relating to learning progressions.
|Nichols, Paul D.||02-02-2010|
|Bulletin #11: What is a Balanced Assessment System?||
Under President Obama’s education reform agenda, the concept of a balanced assessment system has received increasing attention.
|Nichols, Paul D.||01-01-2010|
|Bulletin #10: Methods of Comparability Studies for Computerized and Paper-Based Tests||
In recent years, tests have begun being administered by computer.
|Wan, Lei, Keng, Leslie, McClarty, Katie, Davis, Laurie||12-01-2009|
|Bulletin #9: Computer-Based & Paper-Pencil Test Comparability Studies||
In some testing applications, Computer-Based Test (CBT) delivery is gaining popularity over the traditional Paper- Pencil-Test (PPT) delivery due to the several potential advantages that it offers, such as immediate scoring and reporting of results, more
|Wang, Hong, Shin, Chingwei David||11-02-2009|
|Bulletin #8: The Use of Separate Answer Sheets||
As early as 1932, separate answer sheets for standardized tests were hailed as a financial boon for educational testing.
|Bulletin #7: Online Scorer Training||
Online Scorer Training Increasingly, technology is being employed to improve the effectiveness and efficiency of delivery, scoring, and reporting of largescale assessments.
|Wolfe, Edward W., PhD||08-01-2009|
|Bulletin #6: What Role Does the Consequences of Testing Play in Validity?||
Currently, the field of educational measurement appears to have reached broad consensus that validity is a judgment of the degree to which arguments support the interpretations and uses of test scores (Kane, 2006).
|Nichols, Paul D., Williams, Natasha||04-01-2008|
|Bulletin #5: What is Formative Assessment?||
What is formative assessment? Looking across the evolution of the term "formative assessment," the common thread is that a formative assessment is defined by more than the assessment itself.
|Burling, Kelly, Meyers, Jason, Nichols, Paul D.||01-01-2008|
|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.
|Bulletin #3: Griddable Items: Beyond Multiple Choice||
Multiple-choice test items along with "fill-in-the-bubble" answer sheets are mainstay formats in testing formats that are prevalent for practical reasons.
|Nichols, Paul; PhD||03-01-2007|
|Bulletin #2: Quality Assurance in Essay Scoring||
Applying a score to a student essay is much different than scoring a math test or multiple choice vocabulary quiz.
|Twing, Jon S., PhD, Vickers, Daisy||10-01-2006|
|Bulletin #1: Universal Design||
Developers of large-scale assessments have, for quite some time, stressed the need for participation of populations with unique educational needs, varying cultural experiences, diverse linguistic backgrounds, and numerous special needs.
|Harms, Michael, PhD, Nichols, Paul, PhD, Walsh, Chris||06-01-2006|