Large-scale Assessment Programs for All Students: Validity, Technical Adequacy, and Implementation

By N. Sofroniou. 2004

65 citations recorded by the source corpus.

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Operational Rater Types in Writing Assessment: Linking Rater Cognition to Rater Behavior (2012, methodology): “Within-rater consistency was assessed by means of mean-square fit statistics, which have an expected value of 1 and can range from 0 to infinity (e.g., Eckes, 2011; Engelhard, 2002; Myford & Wolfe, 2003).”
A comprehensive review of Rasch measurement in language assessment: Recommendations and guidelines for research (2020, background): “Similar fit ranges have been adopted in studies of the central tendency effect, limited range effect, and rater accuracy by Engelhard (2002) and Myford and Wolfe (2004).”
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning (2019, background): “For example, some scholars (e.g., Tate 2002) suggest that when using categorical data, three to five subjects per correlation might be required.”
Combining Scores in Multiple-Criteria Assessment Systems (2014, unknown): “…measures to improve these areas has been explored (Douglas & Mislevy, 2010; Erpenbach, Carlson, LaMarca, Winter, & Council of Chief State School Officers, 2002; Ryan, 2002); however, little research has considered the use of multiple measures in the context of identification of gifted students.”