| 1 |
Using P-Value Statistics to Determine the Believability of Equating Results
This paper, presented at the 2008 CCSSO National Conference on Student Assessment, provides a suggested method for reviewing the equating results for a statewide assessment. The paper includes an example of how the method was used to uncover an equating issue for one state.
|
Richard Hill |
2008 |
Paper
(128KB)
Slides
(115KB)
|
 |
| 2 |
Using Learning Progressions to Define ‘Good Enough’ Performance for the Alternate Assessment
"Using Learning Progressions to Define ‘Good Enough’ Performance for the Alternate Assessment," a presentation made at CCSSO, June 2008.
|
Karin Hess |
2008 |
Slides
(520KB)
Paper
(198KB)
|
|
| 3 |
Writing Performance Level Descriptors
This paper, presented at the 2008 NCME annual meeting, explores using learning progression to inform the development of performance level descriptors. It addresses descriptors for general, modified, and alternate assessments and provides examples of both strong and weak descriptors.
|
Marianne Perie, Karin Hess, Brian Gong |
2008 |
Paper
(286KB)
|
|
| 4 |
Norm- and Criterion-Referenced Student Growth
This paper situates current growth-to-standard approaches within a larger domain of statistical models including those based solely upon achievement as well as more traditional growth models. Within this context, we demonstrate that current growth-to-standard approaches present an impoverished view of student progress because they lack a normative foundation. To remedy this, student growth percentiles are introduced as a normative description of growth capable of accommodating, informing, and extending criterion referenced aims like those embedded within NCLB.
|
Damian Betebenner |
2008 |
Paper
(1142KB)
|
|
| 5 |
Tools & Strategies for Developing and Using Learning Progressions
If you’ve attended an educational conference recently, you have probably heard curriculum or assessment experts extolling the virtues of learning progressions as a means to monitor and plan instruction. This PowerPoint was presented at the CCSSO FAST-SCASS meeting on February 2, 2008 by Karin Hess. The presentation identifies 4 interrelated guiding principles of learning progressions and then describes ways in which formative assessment can be used to develop new learning progressions or to refine or validate existing ones. One tool described in the PowerPoint, “Analysis to Action” is also posted here.
|
Karin Hess |
2008 |
Slides
(362KB)
handout
(125KB)
handout
(154KB)
|
|
| 6 |
Writing Modified Achievement Level Descriptors
This presentation given at the OSEP meeting for new GSEGs proposes ideas for developing achievement level descriptors for the AA-MAS, or modified assessment. It discusses the relationships among the steps of identifying the students for this population, modifying the assessment, and defining proficiency and presents several considerations for discussion.
|
Marianne Perie |
2008 |
Slides
(113KB)
|
|
| 7 |
Evaluating Consequential Validity of AA-AAS
This presentation given at the OSEP meeting for new GSEGs outlines some considerations for examining the consequential validity of a state’s AA-AAS. It summarizes the literature on consequential validity, discusses the rationale for examining such a thing, proposes some hypotheses for testing, and describes elements of a research design.
|
Marianne Perie |
2008 |
Slides
(113KB)
|
|
| 8 |
The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief
This policy brief, written in conjunction with the Aspen Institute’s Education and Society Program, provides a conceptual foundation to help state and district leaders think about whether to incorporate interim assessments into their comprehensive assessment systems and if so, how they might consider doing so.
|
Marianne Perie, Scott Marion, Judy Wurtzel, Brian Gong |
2007 |
Paper
(271KB)
|
|
| 9 |
When ELL Students Take Both Title I and Title III Assessments
This presentation at the 2007 Reidy Interactive Lecture Series (RILS) outlines some considerations for validating English Language Proficiency exams when students take both those tests and the grade level content tests.
|
Scott Marion |
2007 |
Slides
(131KB)
|
|
| 10 |
Test Validity and Mean Effects of Test Accommodations for ELLs and Non-ELLS
This presentation at the 2007 RILS conference gives the results of a meta-analysis that examined to what degree types of accommodations lead to possible improvements in the test performance of English language learners (ELLs) on content tests.
|
Charlene Rivera, Maria Pennock-Roman |
2007 |
Paper
(1,068KB)
|
|
