ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking the 2011 National Assessment of Educational Progress (NAEP) in Reading to the 2011 Progress in International Reading Literacy Study (PIRLS)
Author: Phillips, Gary W.
Date: 2014-02-00
Type: Reports - Research
Subjects: National Competency Tests,Reading Achievement,Comparative Analysis,Measures (Individuals),Benchmarking,Test Validity,Error of Measurement,Statistical Analysis,Reading Tests

This paper describes a statistical linking between the 2011 National Assessment of Educational Progress (NAEP) in Grade 4 reading and the 2011 Progress in International Reading Literacy Study (PIRLS) in Grade 4 reading. The primary purpose of the linking study is to obtain a statistical comparison between NAEP (a national assessment) and PIRLS (an international assessment). By expressing both assessments in the same metric, the linking study can provide international benchmarks for the NAEP Grade 4 reading achievement levels. At each level, the linking shows that the NAEP Grade 4 reading achievement levels are higher than the PIRLS international benchmarks. This finding provides one piece of validity evidence that NAEP results are internationally competitive. Two appendices present: (A) Linking 2011 PIRLS to 2011 NAEP Grade 4 Reading; and (B) Jackknife Standard Errors of Linking Parameters.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314
Author: Irvin, P. Shawn
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Kindergarten

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 2. Technical Report #1316
Author: Irvin, P. Shawn
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Grade 2

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
easyCBM Beginning Reading Measures: Grades K-1 Alternate Form Reliability and Criterion Validity with the SAT-10. Technical Report #1403
Author: Wray, Kraig
Date: 2013-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Kindergarten,Grade 1,Achievement Tests,Multiple Regression Analysis,Reading Achievement,Reading Fluency,Elementary School Students,Phonemes,Naming,Test Reliability,Validity

We report the results of an alternate form reliability and criterion validity study of kindergarten and grade 1 (N = 84-199) reading measures from the easyCBM© assessment system and Stanford Early School Achievement Test/Stanford Achievement Test, 10th edition (SESAT/SAT-­10) across 5 time points. The alternate form reliabilities ranged from 0.31-0.94 for the kindergarten measures and from 0.27-0.96 for the grade 1 measures. Multiple regression analyses were used to examine the overall variance explained by the combined measures when predicting end-of-­year reading achievement. In kindergarten, the easyCBM© measures accounted for 35-58% of the variance in SAT-10 performance. In grade 1 easyCBM© measures accounted for 14-32% of the variance in SAT-10 performance and 49-­56% of the variance in performance on the easyCBM© word reading fluency measure administered at time 5.
Internal Consistency of the easyCBM© CCSS Reading Measures: Grades 3-8. Technical Report #1407
Author: Guerreiro, Meg
Date: 2014-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Test Reliability,Scores,Benchmarking

This technical report documents findings from a study of the internal consistency and split-half reliability of the easyCBM© CCSS Reading measures, grades 3-8. Data, drawn from an extant data set gathered in school year 2013-2014, include scores from over 150,000 students' fall and winter benchmark assessments. Findings suggest that the easyCBM© CCSS Reading measures are internally consistent, with a median Cronbach's alpha of 0.87, and a median split-half reliability of 0.76 (first half) and 0.82 (second half) across all 12 measures analyzed.
508 Compliance: Preparing Presentations, Excel Files, Websites, and Multimedia Products
Author: Mathematica Policy Research, Inc.
Date: 2014-05-00
Type: Guides - Non-Classroom
Subjects: Web Sites,Federal Legislation,Accessibility (for Disabled),Compliance (Legal),Visual Aids,Spreadsheets,Video Technology,Nonprint Media,Color,Layout (Publications),Assistive Technology

PowerPoint presentations, Excel documents, Web pages, and videos posted on federal websites must meet the requirements of the 1998 amendment to Section 508 of the Rehabilitation Act. Doing so ensures that these materials are accessible to a wide range of people with disabilities, including visual, auditory, sensory, and motor impairments. These individuals use assistive technology to help them understand electronic information--for example, screen readers and text-to-speech software interpret words on the page and translate them to a computerized voice that reads the information. Accessible products work hand in hand with assistive technology. However, accessibility requirements are broad and lack step-by-step recommendations to walk the reader through the process. There is no &quot;magic bullet&quot; software that creates compliant files at the press of a button, so accessibility usually involves setting up files from the get-go in a structured and systematic way by using built-in features of the native software application. This is especially important with large, multi-author files, which may have complex production requirements and deadlines. For guidelines on setting up accessible templates, go to http://www.hhs.gov/web/508/accessiblefiles/index.html. The goal of this guide is to offer tips and tools for those who have a basic understanding of 508 compliance to help ease the process and reduce headaches and delays.
First Impressions: Creating Newsflashes with Impact
Author: Mathematica Policy Research, Inc.
Date: 2013-09-00
Type: Guides - Non-Classroom
Subjects: News Media,Electronic Mail,Information Dissemination,Educational Research,Layout (Publications),Social Networks,Internet

Posting a report on the web or sending out a press release used to be all that was needed to help get the word out about one&apos;s research findings. But times have changed. Today, effective dissemination depends on getting the right message to the right people at the right time in the right form. To break through the clutter, researchers need the right elements: a compelling story, engaging visuals, and a set of electronic tools, including email, video, and social media. A successful newsflash--an email blast announcing new research findings--incorporates all of these elements. The succinct newsflash format is also perfect for smaller devices like tablets and smart phones, which are becoming increasingly important for delivering information. This guide provides tips for researchers on how to quickly and effectively inform decision makers, stakeholders, and practitioners through the use of newsflashes.
Graphic Design for Researchers
Author: Institute of Education Sciences (ED)
Date: 2014-05-00
Type: Guides - Non-Classroom
Subjects: Design,Graphic Arts,Color,Data,Visual Aids,Illustrations,Photography,Layout (Publications),Educational Research,Government Publications

Technology continues to radically change how we create and consume information. Today, news, reports, and other material are often delivered quickly through pictures, colors, or other eye-catching visual elements. Words still matter, but they may be tweeted, viewed on a smartphone, or placed in a call-out box in a report. The design of these items can greatly affect whether your reader notices, reads, or understands the words that you write. This guide offers a basic overview on how researchers can effectively use design to create engaging and visually appealing Regional Educational Laboratory (REL) products. It will cover some key concepts behind good design and discuss how to use basic elements like photographs, images, color, tables, figures, and type to create useful publications and digital products. The guide also touches on how researchers can use data visualization to make complex concepts accessible.
A Primer on Longitudinal Data Analysis in Education. Technical Report #1320
Author: Nese, Joseph F. T.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Longitudinal Studies,Data Analysis,Educational Research,Hierarchical Linear Modeling,Structural Equation Models,Benchmarking,Accountability,Regression (Statistics)

Longitudinal data analysis in education is the study growth over time. A longitudinal study is one in which repeated observations of the same variables are recorded for the same individuals over a period of time. This type of research is known by many names (e.g., time series analysis or repeated measures design), each of which can imply subtle differences in the data or analysis, but generally follows the same definition. The purpose of this paper is to provide an overview of longitudinal data analysis in education for practitioners, administrators, and other consumers of educational research, focusing on: the purposes of longitudinal data analysis in education, some of its benefits and limitations, and the various analyses used to model student growth trajectories.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 1. Technical Report #1315
Author: Saven, Jessica L.
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Grade 1

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
Teacher Practices and Student Growth in Mathematics: Grades 6-8. Technical Report #1401
Author: Anderson, Daniel
Date: 2014-00-00
Type: Reports - Research
Subjects: Mathematics Achievement,Educational Practices,Teaching Methods,Teaching Styles,Research Reports,Middle School Students,Instructional Effectiveness,Progress Monitoring,Grade 7,State Standards,Mathematics Tests,Response to Intervention,At Risk Students,Self Disclosure (Individuals),Regression (Statistics),Achievement Gains,Achievement Rating,Outcome Measures,Hierarchical Linear Modeling,Special Needs Students,Mathematics Instruction,Grade 6

Schools and districts across the United States have adopted response to intervention (RTI) as a means for both identifying and intervening with students at risk for low achievement. The validity of RTI rests largely upon teachers making appropriate instructional decisions based on students' responses to a given practice. This study was designed to explore how teachers' instructional practices relate to progress monitoring data in math in Grades 6 and 7. A total of eight teachers participated (five in Grade 6, three in Grade 7). They administered an easyCBM Common Core State Standards (CCSS) Math measure to their students monthly and provided information on their instructional practices for each student at least three times (fall, winter, and spring). Analyses included: (a) textual analyses of teachers' self-reported instructional practices, (b) multilevel growth analyses of students' math data, and (c) ordinal regression analyses of students' intercept and slope predicting the number of interventions the student received. Results indicate that self-report methods may not be sufficient to adequately address the relation between teacher practices and students' growth. Nonetheless, in Grade 6, a relation was found between students' average growth in math performance and the likelihood that they would be administered multiple interventions.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 3. Technical Report #1317
Author: Saven, Jessica L.
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Grade 3

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade 4. Technical Report #1318
Author: Irvin, P. Shawn
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary School Mathematics,Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Construction,Scaling,Response to Intervention,Test Items,Item Banks,Item Response Theory,Difficulty Level,Benchmarking,Progress Monitoring,Formative Evaluation,Alignment (Education),Grade 4

The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty--3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank.
easyCBM CCSS Math Item Scaling and Test Form Revision (2012-2013): Grades 6-8. Technical Report #1313
Author: Anderson, Daniel
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Mathematics Tests,Academic Standards,State Standards,Test Items,Scaling,Grade 6,Grade 7,Grade 8,Progress Monitoring,Benchmarking,Alignment (Education),Test Construction

The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10 progress monitoring and 3 benchmark) five items were selected for removal based on statistics indicating less than optimal functioning. Items from the current pilot were used to replace the five selected items. Additionally, five items previously written to the National Council of Teachers of Mathematics Focal Point Standards, but rated as aligned with the CCSS, were added to each form. Finally, an additional fifteen items were included in benchmark tests to link forms across grades, in preparation for future vertical scaling of tests. Common items were also included between benchmark forms within each grade for planned horizontal scaling analyses.
The Development of the easyCBM CCSS Reading Assessments: Grade 3. Technical Report #1221
Author: Alonzo, Julie
Date: 2012-00-00
Type: Reports - Research
Subjects: Curriculum Based Assessment,Reading Tests,Academic Standards,State Standards,Grade 3,Test Construction,Reading Comprehension,Content Validity,Psychometrics,Item Response Theory,Progress Monitoring,Difficulty Level,Elementary School Students

In this technical report, we document the development and piloting of easyCBM reading measures aligned to the Common Core State Standards, designed for use in screening students at risk for reading difficulty and monitoring their progress as they develop reading skills. The measures, which assess students&apos; ability to respond to multiple-choice reading comprehension questions, were designed with the specific needs of students classified as &quot;persistently low-performing&quot;. Sub-tests include &quot;Read to Perform a Task, Informational Text,&quot; and &quot;Short Literary Text,&quot; organized together into a comprehensive Common Core Reading Assessment. We begin this report by introducing the student population for which these measures were originally developed. Then, we describe the two main approaches used in the development of the measures, with a focus first on content validity and then on the psychometric properties underlying the creation of comparable alternate forms. We include the results of our Item Response Theory (IRT) modelling used during test development. For ease of reference, we present the results for each grade level&apos;s analyses in its own technical report yet repeat the introductory sections across all technical reports in this series, as the development process and the research base on which these assessments were developed does not vary by grade.