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New technology enables interactive and adaptive scenario-based tasks (SBTs) to be adopted in educational measurement. At the same time, it is a challenging problem to build appropriate psychometric models to analyze data collected from these tasks, due to the complexity of the data. This study focuses on process data collected from SBTs. We explore the potential of using concepts and methods from social network analysis to represent and analyze process data. Empirical data were collected from the assessment of Technology and Engineering Literacy, conducted as part of the National Assessment of Educational Progress. For the activity sequences in the process data, we created a transition network using weighted directed networks, with nodes representing actions and directed links connecting two actions only if the first action is followed by the second action in the sequence. This study shows how visualization of the transition networks represents process data and provides insights for item design. This study also explores how network measures are related to existing scoring rubrics and how detailed network measures can be used to make intergroup comparisons.

The National Wetland Condition Assessment (NWCA) is one of a series of probability-based National Aquatic Resource Surveys (NARS) conducted by the U.S. Environmental Protection Agency (USEPA) to provide a comprehensive assessment of the condition of the Nation’s waters. Randomized design and standardized training and protocols allow USEPA to analyze data that are nationally consistent and regionally relevant. Each NARS assessment was preceded by careful consideration of key logistical elements that included pre-survey planning, training, sampling logistics, and laboratory analysis. Numerous state, tribal, and contractor crews were supported across the country for each assessment; sampling and sample analyses were tracked from initiation; laboratory analyses were completed at USEPA, state, regional, and contract laboratories; and the data analyses and reporting were completed by USEPA-led workgroups, states, and contractors. The complexity and difficulty of each step offered unique challenges and provided lessons learned for each of the NARS assessments. Major logistical elements for implementing large scale assessments that are constrained by sampling period and number and duration of visits are covered in this paper. These elements include sample transport, equipment and supplies, sampling and sample tracking, information management regional technical expertise, and a sound field training program. This paper describes how lessons from previous assessments were applied to the NWCA and how new challenges faced in the NWCA were addressed and carried forward into future surveys.

This paper provides insight into middle school students' perceptions and reactions to their participation in the Australian National Assessment Program-Literacy and Numeracy (NAPLAN). A case study was conducted over 10 months at two Queensland schools with different approaches to NAPLAN implementation. Student voice was elicited via focus groups and 35 students provided drawings and words describing their experience in four stages: preparing, sitting, completing and receiving their results. Thematic content analysis of the textual data and trait and holistic coding of the visual data revealed five themes and suggests that the approach adopted by the school may impact on students' NAPLAN experiences. This study privileges student voice and enables access to student experiences as they participate in a testing regime which is now a feature of the Australian school assessment landscape. [Author abstract]

This study examines the effect of school socioeconomic composition on student achievement growth in Australian schooling, and its relationship with academic composition utilising the National Assessment Program—Literacy and Numeracy (NAPLAN) dataset. Previous research has found that school composition predicts a range of schooling outcomes. A critique of school compositional research has been that measurement error may have biased findings of compositional effects. Prior studies have found that socioeconomic compositional effect sizes are small when models include academic composition. The relationship between socioeconomic and academic compositions has yet to be fully determined. Multi-level regressions and structural equation models were compared to estimate the degree of bias in socioeconomic compositional effects due to measurement error. Multi-level path models were used to test if academic composition mediated the relationship between socioeconomic composition and achievement growth. The results showed that measurement error did not bias compositional effects in the dataset, and academic composition mediates the relationship between socioeconomic composition and achievement growth. We argue that school value-add research should include academic composition to account for contextual effects. The socioeconomic compositional effect is of practical significance to policy makers and educational researchers due to its relative size compared to average student achievement growth. Potential reforms include ensuring public subsidies to private schools in Australia do not increase school segregation and the amelioration of the effects of residential segregation through school funding reforms.

Climate assessments consolidate our understanding of possible future climate conditions as represented by climate projections, which are largely based on the output of global climate models. Over the past 30 years, the scientific insights gained from climate projections have been refined through model structural improvements, emerging constraints on climate feedbacks, and increased computational efficiency. Within the same period, the process of assessing and evaluating information from climate projections has become more defined and targeted to inform users. As the size and audience of climate assessments has expanded, the framing, relevancy, and accessibility of projections has become increasingly important. This paper reviews the use of climate projections in national climate assessments (NCA) while highlighting challenges and opportunities that have been identified over time. Reflections and lessons learned address the continuous process to understand the broadening assessment audience and evolving user needs. Insights for future NCA development include (1) identifying benchmarks and standards for evaluating downscaled datasets, (2) expanding efforts to gather research gaps and user needs to inform how climate projections are presented in the assessment (3) providing practitioner guidance on the use, interpretation, and reporting of climate projections and uncertainty to better inform decision-making.

The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public. This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.

Spreading like wildfire, school autonomy with accountability (SAWA) policies have transformed education worldwide. Rooted in new public management, SAWA is a ‘policy bundle’ that links greater decision-making at the school level with standardization and monitoring practices like large-scale assessments and performance indicators. As with every traveling reform, SAWA varies among countries influenced by prior policies, the government’s ideology, and stakeholders’ interests. However, studies often focus on individual elements of the SAWA bundle rather than the complete package. Thus, this paper addresses this gap by analyzing SAWA in Colombia, examining how policy paradigms and institutional legacies have shaped its trajectory – from its adoption to the present. Data combines policy document analysis and interviews with key informants (n = 48). The study shows the 1991–1994 reform period as a critical juncture in Colombia, consolidating a decentralized governance system dominated by a democratic educational paradigm. However, a counter-reform in 2001 produced significant effects under an opposing sign. Eager to recentralize educational political and administrative control, Colombia’s national elites incrementally deployed large-scale assessments, learning standards, and system-wide performance monitoring policies configuring a ‘quality assurance’ SAWA model. While market-like policies incentivizing competition and high-stakes were rapidly abandoned, SAWA policies represent a managerial turn in Colombia’s education.

This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students’ knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to mirror the goals stated in the curricula, and these goals are similar across national borders. The framework used for characterising the mathematical reasoning required to solve the tasks in the national physics tests distinguishes between imitative and creative mathematical reasoning. The analysis process consisted of structured comparisons between representative student solutions and the students’ educational history. Of the 209 analysed tasks, 3/4 required mathematical reasoning in order to be solved. Creative mathematical reasoning, which, in particular, involves reasoning based on intrinsic properties, was required for 1/3 of the tasks. The results in this paper give strong evidence that creative mathematical reasoning is required to achieve higher grades on the tests. It is also confirmed that mathematical reasoning is an important and integral part of the physics curricula; and, it is suggested that the ability to use creative mathematical reasoning is necessary to fully master the curricula.

Low literacy levels in adult learners pose an educational and public health challenge to practitioners and the scientific community. Increasing demands placed on literacy can limit opportunities in the workplace and access to health-related resources, negatively affecting public health. Current estimates from the National Center for Education Statistics suggest that more than 40 million adults in the United States possess only the most basic and concrete literacy skills. Despite the estimated number of learners possessing minimal literacy skills in English in the United States, there remains a paucity of research focused on adult learners to inform remediation efforts. This special issue of the Journal of Learning Disabilities represents an important step in highlighting the current scientific knowledge base and the implications for future directions and lines of inquiry with adult learners.

Despite Māori language immersion schooling being available since the 1980s, most Māori (Indigenous) students in Aotearoa New Zealand (NZ) are enrolled in English language schooling. Over time, more resources have been allocated to Māori language immersion schooling, yet chronic teacher shortages and interventions designed for English language schooling continue to present obstacles to sustaining success. the past decade, Māori language immersion students have achieved school leaver attainment rates comparable to those of the general English language school population. At the same time, Māori students in English language schools report discrimination and academic challenges. This study underscores the urgent need for education policy directly benefiting Māori to improve outcomes for Māori students in both Māori language immersion and English language immersion schooling. Using the Cultural Symmetry Framework to analyse literature on successive comprehensive reforms, we propose metrics for measuring quality and equity in the Aotearoa NZ education system prioritizing success as Māori. By focusing on mathematics curriculum and assessment policy, we examine the implications of this more equitable approach at both the schooling and university levels, including initial teacher education.