Book ChapterDOI
The standards for educational and psychological testing.
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In this article, the authors present a survey of sales in terms of total units sold in the United States for the years 1999, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017, 2018Abstract:
Period Notes No. of Units FY 1999 FY 2000 FY 2001 FY 2002 FY 2003 FY 2004 FY 2005 FY 2006 7/1/06-12/31/06 FY 2007 FY 2008 FY 2009 FY 2010 FY 2011 FY 2012 FY 2013 FY 2014 Total Units Sold est. est. est. est. est. est. Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual Actual 1,768 3,797 3,755 5,592 3,310 3,218 3,803 3,888 2,144 3,077 3,358 2,590 3,043 2,132 1,649 1,732 855 49,710read more
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Journal ArticleDOI
Formative use of assessment information: it's a process, so let's say what we mean
TL;DR: In this paper, a model that combines content, context, and strategies is presented as one way to view the process nature of assessing formatively, and the alternate phrase formative use of assessment information is suggested as a more appropriate way to describe how content and context can be used together in order to close the gap between where a student is performing currently and the intended learning goal.
Journal ArticleDOI
Evaluating test validity: reprise and progress
TL;DR: The AERA, APA, NCME Standards define validity as "the degree to which evidence and theory support the interpretations of test scores for proposed uses of tests" as discussed by the authors. But there is a great deal of disagreement about val...
Journal ArticleDOI
Development and Validation of the Conceptual Assessment of Natural Selection (CANS).
TL;DR: The authors present the Conceptual Assessment of Natural Selection (CANS), a new concept inventory intended to measure how well college students in introductory biology courses understand the basic process of natural selection.
Journal ArticleDOI
Evaluating the Validity of Classroom Observations in the Head Start Designation Renewal System
TL;DR: In this article, the authors apply an argument-based approach for evaluating the validity of observational assessments that explicates assumptions that underlie the presumed logic, leading from the collection of scores from observations of Head start classrooms, to the inference that scores assess the quality of Head Start programs, and summarize evidence that speaks to the plausibility of each assumption.
Proceedings ArticleDOI
The many dimensions of algorithmic fairness in educational applications
TL;DR: It is illustrated that total fairness may not be achievable and that different definitions of fairness may require different solutions, as well as possible ways to apply them to educational applications.
References
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Journal ArticleDOI
Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives
Li-tze Hu,Peter M. Bentler +1 more
TL;DR: In this article, the adequacy of the conventional cutoff criteria and several new alternatives for various fit indexes used to evaluate model fit in practice were examined, and the results suggest that, for the ML method, a cutoff value close to.95 for TLI, BL89, CFI, RNI, and G...
Journal ArticleDOI
Convergent and discriminant validation by the multitrait-multimethod matrix.
TL;DR: This transmutability of the validation matrix argues for the comparisons within the heteromethod block as the most generally relevant validation data, and illustrates the potential interchangeability of trait and method components.
Journal ArticleDOI
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
TL;DR: In this paper, the authors examined the change in the goodness-of-fit index (GFI) when cross-group constraints are imposed on a measurement model and found that the change was independent of both model complexity and sample size.
Journal ArticleDOI
A Review and Synthesis of the Measurement Invariance Literature: Suggestions, Practices, and Recommendations for Organizational Research
TL;DR: The establishment of measurement invariance across groups is a logical prerequisite to conducting substantive cross-group comparisons (e.g., tests of group mean differences, invariance of structura, etc.).