In this report, we examine the feasibility of characterizing writing performance using process features derived from a keystroke log. Using data derived from a set of "CBAL"™ writing assessments, we examine the following research questions: (a) How stable are the keystroke timing and process features across testing occasions?; (b) How…

Interest in 21st century skills has brought concomitant interest in ways to teach and measure them. Games hold promise in these areas, but much of their potential has yet to be proven, and there are few examples of how to use the rich data from games to make inferences about players' knowledge, skills, and attributes. This article builds an…

In accordance with the federal No Child Left Behind (NCLB) law of 2001, 100% of students were expected to become proficient on state assessments of reading and mathematics by the end of 2013-2014 academic year. Schools that consistently failed to meet the NCLB's Adequate Yearly Progress requirements were subject to penalties. In 2011, the U.S.…

To determine whether larger high schools have more student victimization than smaller schools, this study examined a statewide sample of approximately 7,431 ninth-grade students and 2,353 teachers in 290 Virginia high schools participating in the Virginia High School Safety Study. School size was distinguished from the proportion of students…

The purpose of this study was to describe secondary teachers' formative assessment practices and to examine the relationship of these practices to student motivation. The sample included 3,242 students and 161 grade 6-12 teachers. Teachers and students completed self-report questionnaires that focused on both formative assessment and motivation…

This study explored the relationships among the components of the Arizona Department of Education's new teacher evaluation model, with a particular focus on the extent to which ratings from the state model's teacher observation instrument differentiated higher and lower performance. The study used teacher-level evaluation data collected by the…

This project examines the adjustment sequelae of perceived popularity beyond high school, and the moderating role of relational aggression (RA) in this process. Yearly sociometric measures of popularity and RA were gathered across grades 9-12 for a sample of 264 adolescents in a lower-middle-class high school. In addition, data on post-high school…

Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract…