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

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

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

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

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