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Download full textSusan Kowalski; Megan Kuhfeld; Scott Peters; Gustave Robinson; Karyn Lewis – NWEA, 2024
The purpose of this technical appendix is to share detailed results and more fully describe the sample and methods used to produce the research brief, "COVID's Impact on Science Achievement: Trends from 2019 through 2024. We investigated three main research questions in this brief: 1) How did science achievement in 2021 and 2024 compare to…
Descriptors: COVID-19, Pandemics, Science Achievement, Trend Analysis
Peer reviewed
Direct linkCraig Pournara; Lynn Bowie – South African Journal of Childhood Education, 2023
Background: Poor mathematics performance in South Africa is well known. The COVID-19 pandemic was expected to exacerbate the situation. Aim: To investigate Grade 7 learners' mathematical knowledge at the end of primary school and to compare mathematical performance of Grade 7 and 8 learners in the context of the pandemic. Setting: Data were…
Descriptors: Mathematics Education, Knowledge Level, Grade 7, COVID-19
Kim, Weon H. – ProQuest LLC, 2017
The purpose of the present study is to apply the item response theory (IRT) and testlet response theory (TRT) models to a reading comprehension test. This study applied the TRT models and the traditional IRT model to a seventh-grade reading comprehension test (n = 8,815) with eight testlets. These three models were compared to determine the best…
Descriptors: Item Response Theory, Test Items, Correlation, Reading Tests
Alpayar, Cagla; Gulleroglu, H. Deniz – Educational Research and Reviews, 2017
The aim of this research is to determine whether students' test performance and approaches to test questions change based on the type of mathematics questions (visual or verbal) administered to them. This research is based on a mixed-design model. The quantitative data are gathered from 297 seventh grade students, attending seven different middle…
Descriptors: Foreign Countries, Middle School Students, Grade 7, Student Evaluation
Liu, Junhui; Brown, Terran; Chen, Jianshen; Ali, Usama; Hou, Likun; Costanzo, Kate – Partnership for Assessment of Readiness for College and Careers, 2016
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a state-led consortium working to develop next-generation assessments that more accurately, compared to previous assessments, measure student progress toward college and career readiness. The PARCC assessments include both English Language Arts/Literacy (ELA/L) and…
Descriptors: Testing, Achievement Tests, Test Items, Test Bias
Steedle, Jeffrey; McBride, Malena; Johnson, Marc; Keng, Leslie – Partnership for Assessment of Readiness for College and Careers, 2016
The first operational administration of the Partnership for Assessment of Readiness for College and Careers (PARCC) took place during the 2014-2015 school year. In addition to the traditional paper-and-pencil format, the assessments were available for administration on a variety of electronic devices, including desktop computers, laptop computers,…
Descriptors: Computer Assisted Testing, Difficulty Level, Test Items, Scores
Jensen, Nate; Rice, Andrew; Soland, James – Educational Evaluation and Policy Analysis, 2018
While most educators assume that not all students try their best on achievement tests, no current research examines if behaviors associated with low test effort, like rapidly guessing on test items, affect teacher value-added estimates. In this article, we examined the prevalence of rapid guessing to determine if this behavior varied by grade,…
Descriptors: Item Response Theory, Value Added Models, Achievement Tests, Test Items
Paek, Insu; Park, Hyun-Jeong; Cai, Li; Chi, Eunlim – Educational and Psychological Measurement, 2014
Typically a longitudinal growth modeling based on item response theory (IRT) requires repeated measures data from a single group with the same test design. If operational or item exposure problems are present, the same test may not be employed to collect data for longitudinal analyses and tests at multiple time points are constructed with unique…
Descriptors: Item Response Theory, Comparative Analysis, Test Items, Equated Scores
Fu, Jianbin; Wise, Maxwell – ETS Research Report Series, 2012
In the Cognitively Based Assessment of, for, and as Learning ("CBAL"™) research initiative, innovative K-12 prototype tests based on cognitive competency models are developed. This report presents the statistical results of the 2 CBAL Grade 8 writing tests and 2 Grade 7 reading tests administered to students in 20 states in spring 2011.…
Descriptors: Cognitive Ability, Grade 8, Writing Tests, Grade 7
Arizona Department of Education, 2006
Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…
Descriptors: Grade 7, Reference Materials, Scoring, Academic Standards
