I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review concludes there is no consistent evidence to suggest high-stakes testing leads to increases in student learning. Some evidence suggests...

Owing to the COVID-19 pandemic, paper-based delivery of National Benchmark Tests (NBTs) was not possible during 2020 testing cycle. The NBTs, being a large-scale national assessment project, did have alternative options, other than offer tests online. Moving these high-stakes online meant that certain considerations had be considered retain credibility and security tests, without compromising v...

This study used principles underlying item generation theory to posit competing perspectives about which features of situational judgment tests might enhance or impede consistent measurement across repeat test administrations. This led to 3 alternate-form development approaches (random assignment, incident isomorphism, and item isomorphism). The effects of these approaches on alternate-form con...

This article describes what a Web-based language test (WBT) is, how WBTs differ from traditional computer-based tests, and what uses WBTs have in language testing. After a brief review of computer-based testing, WBTs are defined and categorized as low-tech or high tech. Since low-tech tests are the more feasible, they will constitute the focus of this paper. Next, item types for low-tech WBTs a...

Understanding the extent engagement and math attitudes predict performance in statistics courses could inform educational interventions this subject area, which has growing demand. We examined direct indirect associations between course engagement-related constructs, attitudes, learning outcomes. Confirmatory factor analysis was used to validate scores from measures of these constructs with a s...