Evaluating an initialization tool for student placement into a map-based assessment.

Abstract

Balancing test length with content targeted towards students’ knowledge and skills is especially challenging when assessing students with significant cognitive disabilities. An initialization tool was developed to place students into map-based assessments at levels that match students’ skills. This paper presents findings on how well the tool meets this purpose.

Publication
Paper presented at the National Council on Measurement in Education annual meeting, San Antonio, TX.
Date
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