NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Location
New Jersey2
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 19 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
LaFlair, Geoffrey T.; Langenfeld, Thomas; Baig, Basim; Horie, André Kenji; Attali, Yigal; von Davier, Alina A. – Journal of Computer Assisted Learning, 2022
Background: Digital-first assessments leverage the affordances of technology in all elements of the assessment process--from design and development to score reporting and evaluation to create test taker-centric assessments. Objectives: The goal of this paper is to describe the engineering, machine learning, and psychometric processes and…
Descriptors: Computer Assisted Testing, Affordances, Scoring, Engineering
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal – Educational Measurement: Issues and Practice, 2019
Rater training is an important part of developing and conducting large-scale constructed-response assessments. As part of this process, candidate raters have to pass a certification test to confirm that they are able to score consistently and accurately before they begin scoring operationally. Moreover, many assessment programs require raters to…
Descriptors: Evaluators, Certification, High Stakes Tests, Scoring
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Attali, Yigal; Arieli-Attali, Meirav – ETS Research Report Series, 2019
Learning progressions (LPs) have seen a growing interest in recent years due to their potential benefits in the development of formative assessments for classroom use. Using an LP as the backbone of an assessment can yield diagnostic classifications of students that can guide instruction and remediation. In operationalizing an LP, assessment items…
Descriptors: Classification, Mastery Learning, Learning Processes, Sequential Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal; Lewis, Will; Steier, Michael – Language Testing, 2013
Automated essay scoring can produce reliable scores that are highly correlated with human scores, but is limited in its evaluation of content and other higher-order aspects of writing. The increased use of automated essay scoring in high-stakes testing underscores the need for human scoring that is focused on higher-order aspects of writing. This…
Descriptors: Scoring, Essay Tests, Reliability, High Stakes Tests
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Attali, Yigal; Saldivia, Luis; Jackson, Carol; Schuppan, Fred; Wanamaker, Wilbur – ETS Research Report Series, 2014
Previous investigations of the ability of content experts and test developers to estimate item difficulty have, for themost part, produced disappointing results. These investigations were based on a noncomparative method of independently rating the difficulty of items. In this article, we argue that, by eliciting comparative judgments of…
Descriptors: Test Items, Difficulty Level, Comparative Analysis, College Entrance Examinations
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal – Educational and Psychological Measurement, 2014
This article presents a comparative judgment approach for holistically scored constructed response tasks. In this approach, the grader rank orders (rather than rate) the quality of a small set of responses. A prior automated evaluation of responses guides both set formation and scaling of rankings. Sets are formed to have similar prior scores and…
Descriptors: Responses, Item Response Theory, Scores, Rating Scales
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal – Language Testing, 2016
A short training program for evaluating responses to an essay writing task consisted of scoring 20 training essays with immediate feedback about the correct score. The same scoring session also served as a certification test for trainees. Participants with little or no previous rating experience completed this session and 14 trainees who passed an…
Descriptors: Writing Evaluation, Writing Tests, Standardized Tests, Evaluators
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal; Laitusis, Cara; Stone, Elizabeth – Educational and Psychological Measurement, 2016
There are many reasons to believe that open-ended (OE) and multiple-choice (MC) items elicit different cognitive demands of students. However, empirical evidence that supports this view is lacking. In this study, we investigated the reactions of test takers to an interactive assessment with immediate feedback and answer-revision opportunities for…
Descriptors: Test Items, Questioning Techniques, Differences, Student Reaction
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal – Educational and Psychological Measurement, 2011
Contrary to previous research on sequential ratings of student performance, this study found that professional essay raters of a large-scale standardized testing program produced ratings that were drawn toward previous ratings, creating an assimilation effect. Longer intervals between the two adjacent ratings and higher degree of agreement with…
Descriptors: Essay Tests, Standardized Tests, Sequential Approach, Test Bias
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Attali, Yigal; Sinharay, Sandip – ETS Research Report Series, 2015
The "e-rater"® automated essay scoring system is used operationally in the scoring of the argument and issue tasks that form the Analytical Writing measure of the "GRE"® General Test. For each of these tasks, this study explored the value added of reporting 4 trait scores for each of these 2 tasks over the total e-rater score.…
Descriptors: Scores, Computer Assisted Testing, Computer Software, Grammar
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal; Powers, Don – Educational and Psychological Measurement, 2010
Two experiments examine the psychometric effects of providing immediate feedback on the correctness of answers to open-ended questions, and allowing participants to revise their answers following feedback. Participants answering verbal and math questions are able to correct many of their initial incorrect answers, resulting in higher revised…
Descriptors: Feedback (Response), Psychometrics, Test Anxiety, Error Correction
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal; Powers, Donald – Educational and Psychological Measurement, 2009
A developmental writing scale for timed essay-writing performance was created on the basis of automatically computed indicators of writing fluency, word choice, and conventions of standard written English. In a large-scale data collection effort that involved a national sample of more than 12,000 students from 4th, 6th, 8th, 10th, and 12th grade,…
Descriptors: Validity, Measures (Individuals), Scoring, Essays
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Attali, Yigal; Powers, Don; Hawthorn, John – ETS Research Report Series, 2008
Registered examinees for the GRE® General Test answered open-ended sentence-completion items. For half of the items, participants received immediate feedback on the correctness of their answers and up to two opportunities to revise their answers. A significant feedback-and-revision effect was found. Participants were able to correct many of their…
Descriptors: College Entrance Examinations, Graduate Study, Sentences, Psychometrics
Peer reviewed Peer reviewed
Direct linkDirect link
Attali, Yigal – Applied Psychological Measurement, 2005
Contrary to common belief, reliability estimates of number-right multiple-choice tests are not inflated by speededness. Because examinees guess on questions when they run out of time, the responses to these questions generally show less consistency with the responses of other questions, and the reliability of the test will be decreased. The…
Descriptors: Reliability, Multiple Choice Tests
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Katz, Irvin R.; Elliot, Norbert; Attali, Yigal; Scharf, Davida; Powers, Donald; Huey, Heather; Joshi, Kamal; Briller, Vladimir – ETS Research Report Series, 2008
This study presents an investigation of information literacy as defined by the ETS iSkills™ assessment and by the New Jersey Institute of Technology (NJIT) Information Literacy Scale (ILS). As two related but distinct measures, both iSkills and the ILS were used with undergraduate students at NJIT during the spring 2006 semester. Undergraduate…
Descriptors: Information Literacy, Information Skills, Skill Analysis, Case Studies
Previous Page | Next Page »
Pages: 1  |  2