Výsledky vyhledávání - "Rebecca J. Kopriva"

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Improving Testing for English Language Learners Rebecca J. Kopriva

Autor: Kleinsasser, Robert C.

Publikováno v: Die Unterrichtspraxis / Teaching German, 2009 Oct 01. 42(2), 212-214.

Externí odkaz: https://www.jstor.org/stable/40608654

Examining a Multisemiotic Approach to Measuring Challenging Content for English Learners and Others: Results from the ONPAR Elementary and Middle School Science Study

Autor: Robert Triscari, Rebecca J. Kopriva, Lynn Shafer Willner, Laura Wright

Publikováno v: World Journal of Educational Research. 8:p1

This study contributes to the empirical research base on the effectiveness of ONPAR, a promising multisemiotic test item development process. ONPAR uses a variety of multisemiotic performance techniques to present and measure challenging concepts and

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::95179a0459fbf16ca1a4193f3630dc2b
https://doi.org/10.22158/wjer.v8n1p1

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Framing Appropriate Accommodations in Terms of Individual Need: Examining the Fit of Four Approaches to Selecting Test Accommodations of English Language Learners

Autor: Rebecca J. Kopriva, Jennifer Koran

Publikováno v: Applied Measurement in Education. 30:71-81

Providing appropriate test accommodations to most English language learners (ELLs) is important to facilitate meaningful inferences about learning. This study compared teacher large-scale test accommodation recommendations to those from a literature-

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::677c5779275a63981957fc6e4cb51ecb
https://doi.org/10.1080/08957347.2016.1243539

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Test Takers and the Validity of Score Interpretations

Autor: Sheryl S. Lazarus, Rebecca J. Kopriva, Martha Thurlow, Marianne Perie, Amy K. Clark

Publikováno v: Educational Psychologist. 51:108-128

This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::eaf4136193960a3576d14a79b275ec49
https://doi.org/10.1080/00461520.2016.1158111

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Advancing Accessibility and Accommodations in Content Assessments for Students With Disabilities and English Learners

Autor: Rebecca J. Kopriva, Martha Thurlow

Publikováno v: Review of Research in Education. 39:331-369

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cf1dad8c58056ce855683303809dffa1
https://doi.org/10.3102/0091732x14556076

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Threats to Score Meaning in Automated Scoring

Autor: Rebecca J. Kopriva, Laura Wright

Publikováno v: Validation of Score Meaning for the Next Generation of Assessments ISBN: 9781315708591
Validation of Score Meaning for the Next Generation of Assessments

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9abad248f302b27ee35923d98f92d451
https://doi.org/10.4324/9781315708591-9

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Second-Generation Challenges for Making Content Assessments Accessible for ELLs

Autor: Rebecca J. Kopriva

Publikováno v: Applied Measurement in Education. 27:301-306

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::1c22fab747e01c751f664dd6522c5dbe
https://doi.org/10.1080/08957347.2014.944311

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Toward Accessible Assessments: The Promises and Limitations of Test Item Adaptations for Students with Disabilities and English Language Learners

Autor: Rebecca J. Kopriva, Rachel Leppo, Stephanie W. Cawthon, Therese Carr

Publikováno v: Educational Assessment. 18:73-98

When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted sci

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::d7149ebf4cc2a822490d90d325d7752d
https://doi.org/10.1080/10627197.2013.789294

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Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

Autor: Jessica E. Emick, Rebecca J. Kopriva, Carlos P. Hipolito-Delgado, Catherine A. Cameron

Publikováno v: Educational Measurement: Issues and Practice. 26:11-20

Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::39da38e8ce04628915386768282db5b5
https://doi.org/10.1111/j.1745-3992.2007.00097.x

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Exploring individual and item factors that affect assessment validity for diverse learners: Results from a large-scale cognitive lab

Autor: Phoebe C. Winter, Chen-Su Chen, Rebecca J. Kopriva, Jessica E. Emick

Publikováno v: Learning and Individual Differences. 16:267-276

A cognitive lab technique ( n = 156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of ac

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::0f5d1061a1ce86b7517ef55fad62b0d6
https://doi.org/10.1016/j.lindif.2007.01.001

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