Editors
| Editors: | April Zenisky, University of Massachusetts Amherst |
|---|---|
| Lisa Keller, University of Massachusetts Amherst |
Practical Assessment, Research, and Evaluation is an online journal providing access to refereed articles that can have a positive impact on assessment, research, and evaluation. Manuscripts published in PARE are scholarly syntheses of research and ideas about methodological issues and practices, and offer unique contributions to the literature. PARE is intended to help members of the community keep up-to-date with effective methods, trends, and research developments from a variety of settings.
PARE is also committed to highlighting research that focuses on equity in assessment and measurement. To that end, we encourage the submission of manuscripts that address issues of equity and fairness – particularly articles that focuses on the assessment experiences and outcomes for historically marginalized populations.
See About This Journal for complete coverage of the journal.
Current Volume: Volume 27 (2022)
Articles
Gauging Teaching Performance: Observational Sampling Opportunity, Reliability, and the Manifestation of True-Response Data
Jeffrey N. Howard
Autocorrelation Screening: A Potentially Efficient Method for Detecting Repetitive Response Patterns in Questionnaire Data
Jaroslav Gottfried, Stanislav Ježek, Maria Králová, and Tomáš Řiháček
Explained: Artificial Intelligence for Propensity Score Estimation in Multilevel Educational Settings
Zachary K. Collier, Haobai Zhang, and Liu Liu
An Enhancement to the Theory and Measurement of Purpose
Larry H. Ludlow, Theresa O'Keefe, Henry Braun, Ella Anghel, Olivia Szendey, Christina Matz, and Burton Howell
Essentials of Visual Diagnosis of Test Items. Logical, Illogical, and Anomalous Patterns in Tests Items to be Detected
Dr. Jari Metsämuuronen
Reinstatement Candidate Credentialing Exam Performance: Evaluating the Persistence of Misinformed Responses on Multiple Choice Items
Ben Babcock and Zachary D. Siegel
How to obtain the most error-free estimate of reliability? Eight Sources of Deflation in the Estimates of Reliability to Avoid
Jari Metsämuuronen
Measuring Student Reading Comprehension Performance: Considerations of Accuracy, Equity, and Engagement by Embedding Comprehension Items within Reading Passages
Meg Guerreiro, Elizabeth Barker, and Janice Johnson
A Mixed-methods Approach for Assessing Student Learning Gains in English Listening Comprehension
Dr. Yingchen Wang, Dr. Xiaoxin Wei, Yamin Liu, and Tiffany Chiu
Incorporating Complex Sampling Weights in Multilevel Analyses of Education Data
Ting Shen and Spyros Konstantopoulos
Countering Deficit Narratives in Quantitative Educational Research
Michael Russell, Carly Oddleifson, Micayla Russell Kish, and Larry Kaplan
Does Item Format Affect Test Security?
Kylie Gorney and James A. Wollack
Reimagining MTMM Designs for Examining Intersectionality in Latent Variables
Timothy R. Konold and Elizabeth Sanders
Co-evaluation of Expositive Texts in Primary Education: Rubric vs Comments
Alba Mª Mayo Beltrán, María Jesús Fernández Sánchez, Manuel Montanero Fernández, and David Martín Parejo
Practical t-test Power Analysis with R
Teck Kiang Tan
Exploring the Role of Reflective Diaries as a Formative Assessment Strategy in Promoting Self-Regulated Learning Among ESL Students
Suzan Alabidi, Amjad Owais, Farah Alabidi, and Osama Taani
Investigating the Washback Effect of Online Formative Assessment (OFA) During the COVID-19 Pandemic: A Case of Perceptual Mismatches Between Prospective Teachers and Teacher Educators
Abolfazl Khodamoradi, Mojtaba Maghsoudi, and Mavadat Saidi
Building Intrapersonal Competencies in the First-Year Experience: Utilizing Random Forest, Cluster Analysis, and Linear Regression to Identify Students’ Strengths and Opportunities for Institutional Improvement
Marilee Bresciani Ludvik, Shiming Zhang, Sandra Kahn, Nina Potter, Lisa Richardson-Gates, Stephen Schellenberg, Robyn Saiki, Nasima Subedi, Rebecca Harmata, Rey Monzon, Randy Timm, Jeanne Stronach, and Anna Jost
Assumptions Underlying Performance Assessment Reforms Intended to Improve Instructional Practices: A Research-Based Framework
Sarah Wellberg and Carla Evans
Developing and Refining a Model for Measuring Implementation Fidelity for an Instructionally Embedded Assessment System
Jennifer L. Kobrin, Meagan Karvonen, Amy Clark, and W. Jake Thompson