IES Grant
Title: | Center for Research on Evaluation, Standards, and Student Testing (CRESST) | ||
Center: | NCER | Year: | 2005 |
Principal Investigator: | Baker, Eva | Grantee: | University of California, Los Angeles |
Program: | National Research and Development Centers [Program Details] | ||
Award Period: | 5 years | Award Amount: | $9,968,718 |
Goal: | R&D Center | Award Number: | R305A050004 |
Description: | Topic: Assessment, Standards, and Accountability Purpose: The National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has been at the forefront of efforts to improve the quality of education and learning in America. Located within UCLA's Graduate School of Education & Information Studies, CRESST contributes to the development of scientifically based evaluation and testing techniques, encourages the development, validation and use of sound data for improved accountability and decision making, and explores technological applications to improve assessment and evaluation practice. Projects Assessment of POWERSOURCE In a randomized study involving 80 schools, Center researchers are examining the impact of POWERSOURCE on student learning. Within schools, all sixth, seventh, and eighth grade mathematics teachers are participating. A cohort of sixth grade students is being followed from the beginning of sixth grade through the end of their eighth grade year. The impact of POWERSOURCE on student learning will be compared with that of schools' standard instruction and test preparation conditions. Participating schools are in Pennsylvania and Hawaii. Assessment of English Language Learning Students: Review of Literature To provide guidelines for the appropriate development and use of English language learning assessments, the Center is undertaking a review of the relevant research literature. This literature review: (a) examines issues related to the overall validity and reliability of the instruments; (b) reports the latest research findings, focusing on the construct validity of the assessments; and (c) reviews issues in the assessment of content knowledge. Providing Support to States to Improve the Assessment of English Language Learners: Test Validity, Designation, and Test Accommodation Use In partnership with three to four collaborating states, the Center is analyzing available data and existing documents in order to: (a) understand the nature and validity of states' current English language learner assessment practices, (b) prioritize needs, and (c) provide preliminary recommendations for improving the validity of their assessments and decision making. In addition, the Center is conducting targeted, experimental studies in two states in order to provide scientifically based evidence on which to base decisions about English language learner assessment practices and policies. By the end of the project, the Center will develop, revise, and disseminate specific guidelines that states may use to guide their English language learner assessment policy and practice decisions. In addition, the Center will make available a usable, generalized methodology and tools for examining critical assessment validity issues as they emerge. Key Personnel: Eva Baker, Joan Herman, Robert Linn. Publications: Journal Articles Heritage, M., Kim, J., Vendlinski, T., and Herman, J. (2009). From Evidence to Action: A Seamless Process in Formative Assessment? Educational Measurement, 28 (3): 24–31. Wolf, M.K., Farnsworth, T., And Herman, J.L. (2008). Validity Issues In Assessing English Language Learners' Language Proficiency. Educational Assessment 13 (2), 80–107. Book Chapters Baker, E.L. (2009). The Influence of Learning Research on the Design and Use of Assessment. In K.A. Ericsson (Ed.), Development of Professional Expertise: Toward Measurement of Expert Performance and Design of Optimal Learning Environments (pp. 333–355). New York, NY: Cambridge University Press. Baker, E.L., Chung, G.K.W.K., And Delacruz, G.C. (2008). Design And Validation Of Technology-Based Performance Assessments. In J.M. Spector, M.D. Merrill, J.J.G. Van Merri?nboer, And M.P. Driscoll (Eds.), Handbook Of Research On Educational Communications And Technology (3rd Ed. pp. 595–604). Mahwah, NJ: Erlbaum. Baker, E.L., Niemi, D., And Chung, G.K.W.K. (2008). Simulations And The Transfer Of Problem Solving Knowledge And Skills. In E.L. Baker, J. Dickieson, W. Wulfeck, And H.F. O'Neil (Eds.), Assessment Of Problem Solving Using Simulations (pp. 1–17). Mahwah, NJ: Erlbaum. Chung, G.K.W.K., Baker, E.L., Delacruz, G.C., Bewley, W.L., Elmore, J., And Seely, B. (2008). A Computational Approach To Authoring Problem-Solving Assessments. In E.L. Baker, J. Dickieson, W. Wulfeck, and H.F. O'Neil (Eds.), Assessment Of Problem Solving Using Simulations (pp. 289–307). Mahwah, NJ: Erlbaum. Chung, G.K.W.K., O'Neil, H.F., Bewley, W.L., And Baker, E.L. (2008). Computer-Based Assessments To Support Distance Learning. In E. Klieme, J. Hartig, And A. Jurecka (Eds.), Assessment Of Competencies In Educational Contexts (Pp.253–276). Göttingen, Germany: Hogrefe And Huber. Conference Proceedings Delacruz, G.C., Chung, G.K.W.K., Heritage, M., Vendlinski, T., Bailey, A., and Kim, J.O. (2007). Validating Knowledge Elicitation Techniques: Examining The Relation Between Measures Of Content Knowledge And Knowledge Of Teaching Algebra. Paper Presented At The Annual Meeting Of The National Council On Measurement In Education, Chicago, IL. Encarnacao, A., Espinosa, P.D., Au, L., Chung, G.K.W.K., Johnson, L., And Kaiser, W.J. (2008). Individualized, Interactive Instruction (3I): An Online Formative Assessment And Instructional Tool. Proceedings Of The Annual Meeting Of The American Society Of Engineering Education (Session AC 2007–1524), Honolulu, HI. Phelan, J., and Niemi, D. (2008). Eliciting Big Ideas in Biology. Paper Presented at The Conceptual Assessment in Biology II Conference, Asilomar, CA. Technical Reports Heritage, M., Kim, J., Vendlinski, T.P., and Herman, J.L. (2008). From Evidence to Action: A Seamless Process in Formative Assessment? (Tech. Rep. No. 741). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Herman, J.L. (2007). Accountability and Assessment: Is Public Interest in K–12 Education Being Served? (Tech. Rep. No. 728). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Phelan, J., Kang, T., Niemi, D.N., Vendlinski, T., and Choi, K. (2009). Some Aspects of the Technical Quality of Formative Assessments in Middle School Mathematics (Tech. Rep. No. 750). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Ruiz-Primo, M.A., Li, M., Tsai, S., and Schneider, J. (2008). Testing One Premise of Scientific Inquiry in Science Classrooms: A Study That Examines Students' Scientific Explanations (Tech. Rep. No. 733). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Vendlinski, T.P., Baker, E.L., and Niemi, D. (2008). Templates and Objects in Authoring Problem-Solving Assessments (Tech. Rep. No. 735). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Vendlinski, T.P., Howard, K.E., Hemberg, B.C., Vinyard, L., Martel, A., Kyriacou, E., Casper, J., Chai, Y., Phelan, J.C., and Baker, E.L. (2008). Using Data and Big Ideas: Teaching Distribution as an Instance of Repeated Addition (Tech. Rep. No. 734). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Wolf, M.K., Herman, J.L., Kim, J., Abedi, J., Leon, S., Griffin, N., Bachman, P.L., Chang, S.M., Farnsworth, T., Jung, H., Nollner, J., and Shin, H.W. (2008). Providing Validity Evidence to Improve the Assessment of English Language Learners (Tech. Rep. No. 738). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Wolf, M.K., Kao, J., Griffin, N., Herman, J.L., Bachman, P.L., Chang, S.M., and Farnsworth, T. (2008). Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses—Practice Review (Tech. Rep. No. 732). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Wolf, M.K., Kao, J., Herman, J.L., Bachman, L.F., Bailey, A.L., Bachman, P.L., Farnsworth, T., and Chang, S.M. (2008). Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses—Literature Review (Tech. Rep. No. 731). University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing. Center Website: http://www.cse.ucla.edu/ IES Program Contact: Dr. David Sweet |
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