Book Review: by Samuel A. Livingston. Equating Test Scores (Without IRT). Princeton, NJ: Educational Testing Service, 2004, 68 pp. (paperback)

2009 ◽  
Vol 33 (8) ◽  
pp. 640-642
Author(s):  
Gautam Puhan
Keyword(s):  
Test Scores ◽  
Educational Testing ◽  
Testing Service ◽  
Educational Testing Service

Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability

2010 ◽  
Vol 27 (3) ◽  
pp. 335-353 ◽  
Author(s):  
Sara Cushing Weigle
Keyword(s):  
Validity Evidence ◽  
Educational Testing ◽  
Automated Scoring ◽  
Self Assessment ◽  
Writing Ability ◽  
Testing Service ◽  
Independent Writing ◽  
Complex Skills ◽  
Toefl Ibt ◽  
Educational Testing Service

Automated scoring has the potential to dramatically reduce the time and costs associated with the assessment of complex skills such as writing, but its use must be validated against a variety of criteria for it to be accepted by test users and stakeholders. This study approaches validity by comparing human and automated scores on responses to TOEFL® iBT Independent writing tasks with several non-test indicators of writing ability: student self-assessment, instructor assessment, and independent ratings of non-test writing samples. Automated scores were produced using e-rater ®, developed by Educational Testing Service (ETS). Correlations between both human and e-rater scores and non-test indicators were moderate but consistent, providing criterion-related validity evidence for the use of e-rater along with human scores. The implications of the findings for the validity of automated scores are discussed.

Does the SAT Help Colleges Make Better Selection Decisions?

1985 ◽  
Vol 55 (2) ◽  
pp. 195-220 ◽  
Author(s):  
James Crouse
Keyword(s):  
High School ◽  
High School Students ◽  
Student Performance ◽  
Entrance Examination ◽  
Educational Testing ◽  
College Entrance Examination ◽  
School Students ◽  
Grade Point ◽  
Testing Service ◽  
Educational Testing Service

The College Entrance Examination Board and the Educational Testing Service claim that the Scholastic Aptitude Test (SAT) improves colleges' predictions of their applicants' success. James Crouse uses data from the National Longitudinal Study of high school students to calculate the actual improvement in freshman grade point averages, college completion,and total years of schooling resulting from colleges' use of the SAT. He then compares those predictions with predictions based on applicants' high school rank. Crouse argues that the College Board and the Educational Testing Service have yet to demonstrate that the high costs of the SAT are justified by its limited ability to predict student performance.

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