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As the use of diagnostic assessment systems transitions from research applications to large-scale assessments for accountability …

Dynamic Learning Maps® (DLM®) alternate assessments measure the knowledge, skills, and understandings of students with the most …

Learning progressions and learning map structures are increasingly being used as the basis for the design of large-scale assessments. …

As diagnostic assessment systems become more prevalent as large-scale operational assessments, consideration must be given to the …

As the use of diagnostic assessment systems transitions from research applications to large-scale assessments for accountability …

As cheating on high-stakes tests continues to threaten the validity of score interpretations, approaches for detecting cheating …

Construct irrelevance, as the name might suggest, refers to measuring phenomena that are not included in the definition of the …

This graphic shows the probability of providing a correct response to an item in a multidimensional item response theory (MIRT) model. …

As cheating on high-stakes tests continues to threaten the validity of score interpretations, approaches for detecting cheating …

The assessment of individual’s knowledge, skills or abilities is a fundamental aspect of any educational system or program. Without …

Balancing test length with content targeted towards students’ knowledge and skills is especially challenging when assessing …

One aspect of higher order social cognition is empathy, a psychological construct comprising a cognitive (recognizing emotions) and an …

The Dynamic Learning Maps (DLM) alternate assessment is an adaptive assessment that uses a dynamic routing system to direct students to …

One aspect of higher order social cognition is empathy, a psychological construct comprising a cognitive (i.e., recognizing emotions) …

Why does one read? Research in the psychology of fiction suggests that one function could be to encounter complex social situations and …

Empathy is a psychological construct comprising a cognitive (i.e., recognizing emotions) and an affective (i.e., responding to …