The Role of Extended Time and Item Content on a High–Stakes Mathematics Test

By Allan S. Cohen, Noel Gregg, Meng Deng. 2005

97 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Safety Research

View Paper: https://www.semanticscholar.org/paper/69cba25c8f1d97d573b8f2ecde0d9a0d7359fe31

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sun-Joo Cho
2. Allan S. Cohen
3. Noel Gregg

In Management Science and Operations Research

1. Sun-Joo Cho
2. Seock-Ho Kim
3. Feiming Li
4. Noel Gregg
5. Allan S. Cohen
6. J. Patrick Meyer
7. Scott Vrieze
8. L. DeCarlo

In Safety Research

1. Sun-Joo Cho
2. Allan S. Cohen
3. Noel Gregg

Citations in the corpus

• Model Selection Methods for Mixture Dichotomous IRT Models (2009, methodology): “This twogroup solution differs slightly from the three-group solution for Grade 9 reported by Cohen et al. (2005).”
• A Multilevel Mixture IRT Model With an Application to DIF (2010, background): “Unfortunately, comparisons among members of manifest groups cannot accurately identify those examinees in each group who do or do not respond differentially to an item (Cohen & Bolt, 2005; Cohen et al., 2005; DeAyala, Kim, Stapleton, & Dayton, 2002; Samuelsen, 2005).”
• Underserved and Unprepared: Postsecondary Learning Disabilities (2007, background): “Inclusion in regular education classrooms or on high-stakes tests—with or without accommodations—do not in and of themselves change academic outcomes (Cohen, Gregg, & Deng, 2005).”