From the abstract: "A key consideration when giving any computerized adaptive test (CAT) is how much adaptation is present when the test is used in practice. This study introduces a new framework to measure the amount of adaptation of Rasch-based CATs based on looking at the differences between the selected item locations (Rasch item difficulty parameters) of the administered items and target item locations determined from provisional ability estimates at the start of each item. Several new indices based on this framework are introduced and compared to previously suggested measures of adaptation using simulated and real test data. Results from the simulation indicate that some previously suggested indices are not as sensitive to changes in item pool size and the use of constraints as the new indices and may not work as well under different item selection rules. The simulation study and real data example (Star Reading) also illustrate the utility of using the new indices to measure adaptation at both a group and individual level. Discussion is provided on how one may use several of the indices to measure adaptation of Rasch-based CATs in practice."Citation: Wyse, A. E., & McBride, J. R. (2021). A framework for measuring the amount of adaptation of Rasch-based computerized adaptive tests. Journal of Educational Measurement, 58(1), 83-103. The full report is available online: <https://doi.org/10.1111/jedm.12267>.

This technical report details the statistical method behind the process of linking Australia's National Assessment Program - Literacy and Numeracy (NAPLAN) and Star Reading.The Full Report is available online: <https://docs.renaissance.com/R63191>.

From the abstract: "Understanding how to measure the impact of math instruction is key to improving students overall math performance. This resource provides educators, school district leaders, researchers, and funders a curated list of ways to measure middle grades students' knowledge and enjoyment of math. It also includes a set of criteria that can be used to assess measure quality, as well as context-specific questions to help readers determine if a specific measure is a good fit for their unique circumstances. Mathematica and a panel of researchers in the field of math instruction and measurement originally developed the menu of measures ( including Star Math) for Bill & Melinda Gates grantees who are working to improve math outcomes for students in middle grades who are Black, Latino, and/or experiencing poverty."Citation: Bruch, J., Lai, I., & Munoz, V. S. (2021, February 28). Menu of measures: High-quality measures of middle years math student outcomes. Mathematica Policy Research.The Full Review is available online: <https://www.mathematica.org/-/media/publications/pdfs/education/2021/menu-of-measures-brief.pdf>.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: H. Lee. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: R. J. de Ayala. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: B. F. French. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: M. Harwell. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: T. Patelis. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

The Buros Institute of Mental Measurements publishes independent, critical reviews of assessment instruments. Two reviewers evaluate each assessment. Each provides a description of the assessment, documents the development of the assessment, and examines the assessment's reliability and validity data. AUTHOR: K. Quinn. For information on obtaining a copy of review, email the Renaissance Research Department: research@renaissance.com.

"This research was commissioned by the Department for Education in 2020 to understand the progress pupils make in the 2020 to 2021 academic year and estimate the impact of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic on that progress.The interim findings are based on more than 400,000 reading and maths assessments taken in the first half term of autumn 2020. The report is in 3 parts: -presentation of study sample sizes -examination of historical trends in assessments to develop an approach to measuring the impact on assessment scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic -estimation of the average impact on reading and mathematics scores of the disruption to schooling as a result of the coronavirus (COVID-19) pandemic" The Full Report is available online: <https://assets.publishing.service.gov.uk/media/6239cbb1e90e07799a20bc0e/Understanding_progress_in_the_2020_21_academic_year_Interim_findings_Jan2021.pdf>.

FastBridge Social, Academic, & Emotional Behavior Risk Screener (SAEBRS has been rated highly by the National Center on Intensive Intervention (NCII) as academic screening assessment. The Full Review is available online: <https://charts.intensiveintervention.org/bscreening>.

FastBridge CBMmath Automaticity has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.

FastBridge CBMreading Reading English has been rated highly by the National Center on Intensive Intervention (NCII) as academic progress monitoring assessment. The Full Review is available online: <https://charts.intensiveintervention.org/aprogressmonitoring>.