| Year |
Citation |
Score |
| 2019 |
Koretz D. Measuring Postsecondary Achievement: Lessons from Large-Scale Assessments in the K-12 Sector Higher Education Policy. 32: 513-536. DOI: 10.1057/S41307-019-00142-4 |
0.401 |
|
| 2018 |
Koretz D, Langi M. Predicting Freshman Grade‐Point Average from Test Scores: Effects of Variation Within and Between High Schools Educational Measurement: Issues and Practice. 37: 9-19. DOI: 10.1111/Emip.12173 |
0.455 |
|
| 2016 |
Koretz D, Yu C, Mbekeani PP, Langi M, Dhaliwal TK, Braslow DA. Predicting Freshman Grade Point Average From College Admissions Test Scores and State High School Test Scores Aera Open. 2: 2332858416670601. DOI: 10.1177/2332858416670601 |
0.505 |
|
| 2016 |
Koretz D, Jennings JL, Ng HL, Yu C, Braslow D, Langi M. Auditing for Score Inflation Using Self-Monitoring Assessments: Findings From Three Pilot Studies Educational Assessment. 21: 231-247. DOI: 10.1080/10627197.2016.1236674 |
0.605 |
|
| 2015 |
Koretz D. Adapting Measurement to the Demands of Test-Based Accountability: Rejoinder to Commentaries Measurement. 13: 189-194. DOI: 10.1080/15366367.2015.1105083 |
0.326 |
|
| 2015 |
Koretz D. Adapting Educational Measurement to the Demands of Test-Based Accountability Measurement. 13: 1-25. DOI: 10.1080/15366367.2015.1000712 |
0.451 |
|
| 2015 |
Ng HL, Koretz D. Sensitivity of School-Performance Ratings to Scaling Decisions Applied Measurement in Education. 28: 330-349. DOI: 10.1080/08957347.2015.1062764 |
0.576 |
|
| 2013 |
Guo Q, Koretz D. Estimating the Impact of the Massachusetts English Immersion Law on Limited English Proficient Students' Reading Achievement Educational Policy. 27: 121-149. DOI: 10.1177/0895904812462776 |
0.518 |
|
| 2013 |
Koretz D. Commentary on E. Haertel, "How Is Testing Supposed to Improve Schooling?" Measurement. 11: 40-43. DOI: 10.1080/15366367.2013.784160 |
0.398 |
|
| 2011 |
Koretz D. Lessons from test-based education reform in the U.S. Zeitschrift Fur Erziehungswissenschaft. 14: 9-23. DOI: 10.1007/S11618-010-0149-0 |
0.399 |
|
| 2010 |
Koretz D, Béguin A. Self-Monitoring assessments for educational accountability systems Measurement. 8: 92-109. DOI: 10.1080/15366367.2010.508685 |
0.483 |
|
| 2010 |
Koretz D. Validity of achievement gains on high-stakes tests International Encyclopedia of Education. 186-192. DOI: 10.1016/B978-0-08-044894-7.00273-6 |
0.422 |
|
| 2009 |
Koretz D. How do american students measure up? Making sense of international comparisons. The Future of Children / Center For the Future of Children, the David and Lucile Packard Foundation. 19: 37-51. PMID 21141704 DOI: 10.1353/Foc.0.0023 |
0.469 |
|
| 2009 |
Koretz D. Education. Moving past No Child Left Behind. Science (New York, N.Y.). 326: 803-4. PMID 19892967 DOI: 10.1126/Science.1177459 |
0.423 |
|
| 2008 |
Koretz D. Test-based educational accountability - Research evidence and implications Zeitschrift Fur Padagogik. 54: 777-790. |
0.425 |
|
| 2007 |
Koretz D. 2007 Annual Meeting Theme and Highlights: “The World of Educational Quality” Educational Researcher. 36: 40-40. DOI: 10.3102/0013189X07299233 |
0.306 |
|
| 2006 |
Koretz D. Steps toward more effective implementation of the standards for educational and psychological testing Educational Measurement: Issues and Practice. 25: 46-50. DOI: 10.1111/J.1745-3992.2006.00068.X |
0.429 |
|
| 2005 |
Koretz D. Using Multiple Measures to Address Perverse Incentives and Score Inflation Educational Measurement: Issues and Practice. 22: 18-26. DOI: 10.1111/J.1745-3992.2003.Tb00124.X |
0.453 |
|
| 2005 |
Koretz D. What Happened to Test Scores, and Why? Educational Measurement: Issues and Practice. 11: 7-11. DOI: 10.1111/J.1745-3992.1992.Tb00254.X |
0.528 |
|
| 2005 |
Koretz D. Alignment, High Stakes, and the Inflation of Test Scores† Yearbook of the National Society For the Study of Education. 104: 99-118. DOI: 10.1111/J.1744-7984.2005.00027.X |
0.353 |
|
| 2004 |
McCaffrey DF, Lockwood JR, Koretz D, Louis TA, Hamilton L. Models for Value-Added Modeling of Teacher Effects. Journal of Educational and Behavioral Statistics : a Quarterly Publication Sponsored by the American Educational Research Association and the American Statistical Association. 29: 67-101. PMID 19756248 DOI: 10.3102/10769986029001067 |
0.406 |
|
| 2004 |
McCaffrey DF, Lockwood JR, Koretz D, Louis TA, Hamilton L. Let's see more empirical studies on value-added modeling of teacher effects: A reply to Raudenbush, Rubin, Stuart and Zanutto, and Reckase Journal of Educational and Behavioral Statistics. 29: 139-143. DOI: 10.3102/10769986029001139 |
0.461 |
|
| 2004 |
Koretz D, Barton K. Assessing Students With Disabilities: Issues and Evidence Educational Assessment. 9: 29-60. DOI: 10.1080/10627197.2004.9652958 |
0.419 |
|
| 2002 |
Koretz D, Russell M, Shin CD, Horn C, Shasby K. Testing and diversity in postsecondary education: The case of California Education Policy Analysis Archives. 10. DOI: 10.14507/Epaa.V10N1.2002 |
0.446 |
|
| 2002 |
Koretz DM. Limitations in the use of achievement tests as measures of educators' productivity Journal of Human Resources. 37: 752-777. |
0.456 |
|
| 2001 |
Koretz D, McCaffrey D, Sullivan T. Predicting Variations in Math Performancein Four Countries Using TIMSS Education Policy Analysis Archives. 9: 34. DOI: 10.14507/Epaa.V9N34.2001 |
0.388 |
|
| 2000 |
Koretz D, Hamilton L. Assessment of students with disabilities in Kentucky: Inclusion, student performance, and validity Educational Evaluation and Policy Analysis. 22: 255-272. DOI: 10.3102/01623737022003255 |
0.438 |
|
| 1998 |
Koretz D. Large‐scale Portfolio Assessments in the US: evidence pertaining to the quality of measurement Assessment in Education: Principles, Policy & Practice. 5: 309-334. DOI: 10.1080/0969595980050302 |
0.436 |
|
| 1995 |
Koretz D. The Quality of Information From NAEP: Two Examples of Work Done in Collaboration With Leigh Burstein Educational Evaluation and Policy Analysis. 17: 280-294. DOI: 10.3102/01623737017003280 |
0.463 |
|
| 1995 |
Berends M, Koretz DM. Reporting Minority Students’ Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context? Educational Assessment. 3: 249-285. DOI: 10.1207/S15326977Ea0303_2 |
0.383 |
|
| 1995 |
Barron SI, Koretz DM. An Evaluation of the Robustness of the National Assessment of Educational Progress Trend Estimates for Racial—Ethnic Subgroups Educational Assessment. 3: 209-248. DOI: 10.1207/s15326977ea0303_1 |
0.309 |
|
| 1995 |
Koretz D, Deibert E. Setting Standards and Interpreting Achievement: A Cautionary Tale from the National Assessment of Educational Progress Educational Assessment. 3: 53-81. DOI: 10.1207/S15326977Ea0301_3 |
0.475 |
|
| 1995 |
Burstein L, Koretz D, Linn R, Sugrue B, Novak J, Baker EL, Harris EL. Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance Educational Assessment. 3: 9-51. DOI: 10.1207/S15326977Ea0301_2 |
0.418 |
|
| 1995 |
Klein SP, McCaffrey D, Stecher B, Koretz D. The Reliability of Mathematics Portfolio Scores: Lessons From the Vermont Experience Applied Measurement in Education. 8: 243-260. DOI: 10.1207/S15324818Ame0803_4 |
0.393 |
|
| 1992 |
Koretz D. NAEP and National Testing: Issues and Implications for Educators: Nassp Bulletin. 76: 30-40. DOI: 10.1177/019263659207654506 |
0.408 |
|
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