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Educational Assessment Volume 24, 2019 - Issue 4
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Original Article

Examining the Use and Construct Fidelity of Technology-Enhanced Items Employed by K-12 Testing Programs

Michael RussellBoston College, Chestnut Hill, MA, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2902-4463
ORCID Icon &
Sebastian MoncaleanoBoston College, Chestnut Hill, MA, USA
Pages 286-304 | Published online: 27 Sep 2019

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Read on this site (2)

Moosa Alhadi, Dake Zhang, Ting Wang & Carolyn A. Maher. (2023) Digitalized Interactive Components in Computer-Based-Assessment in Mathematics for K12 Students: A Research Synthesis. Computers in the Schools 40:1, pages 56-84.
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Joseph A. Rios & James Soland. (2022) An investigation of item, examinee, and country correlates of rapid guessing in PISA. International Journal of Testing 22:2, pages 154-184.
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Articles from other publishers (2)

Ozge Ersan & Yufeng Berry. (2023) Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment. Educational Measurement: Issues and Practice 42:4, pages 19-32.
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Héctor R. Ponce, Richard E. Mayer & María Soledad Loyola. (2020) Effects on Test Performance and Efficiency of Technology-Enhanced Items: An Analysis of Drag-and-Drop Response Interactions. Journal of Educational Computing Research 59:4, pages 713-739.
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