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dc.contributor.authorKlugman, Emma M.
dc.contributor.authorHo, Andrew
dc.date.accessioned2021-07-26T09:26:11Z
dc.date.issued2020-08-27
dc.identifier.citationKlugman, Emma M., Andrew Ho. "How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?." Educational Measurement: Issues and Practice 39, no. 3 (2020): 65-69. DOI: 10.1111/emip.12390
dc.identifier.issn0731-1745en_US
dc.identifier.issn1745-3992en_US
dc.identifier.urihttps://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37368706*
dc.description.abstractState testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.en_US
dc.language.isoen_USen_US
dc.publisherWileyen_US
dash.licenseOAP
dc.subjectEducationen_US
dc.titleHow Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?en_US
dc.typeJournal Articleen_US
dc.description.versionAuthor's Originalen_US
dc.relation.journalEducational Measurement: Issues and Practiceen_US
dash.depositing.authorHo, Andrew
dc.date.available2021-07-26T09:26:11Z
dash.affiliation.otherHarvard Graduate School of Educationen_US
dc.identifier.doi10.1111/emip.12390
dash.source.volume39en_US
dash.source.page65-69en_US
dash.source.issue3en_US
dash.contributor.affiliatedHo, Andrew


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