Ryan J Kettler

Dados Biográficos

ID1088528
NOMERyan J Kettler
PRENOMESRyan J
SOBRENOMEKettler
ASSINATURAKETTLER R J
AFILIAÇÕESRutgers, the State University of New Jersey
ORCID0000-0003-4395-654X
VERIFICADOSim
TOTAL DE OBRAS10
TOTAL DE CITAÇÕES5
TOTAL COMO AUTOR10
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2002
ANO MAIS RECENTE DE PUBLICAÇÃO2025
ÍNDICE H2

  • Accounting for learning environments in academic screening

    Open AccessAdam Lekwa, Adam J Lekwa et al.ARTICLEJournal of School Psychology2025

    Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instruction…

  • A survey of newly enrolled school psychology trainees

    Open AccessYaacov Weiner, Elisa S Shernoff et al.ARTICLEPsychology in the Schools2021

    Examining school psychology trainees' perceptions regarding school psychologists' key role and function is important because inaccurate perceptions may lead to unmet professional expectations, reduced job satisfaction, and burnout. One hundred and eighty two first‐year school psychology graduate students enrolled in National Association of School Psychologists (NASP) approved and/or American Psychological Association accredited school psychology …

  • Use of observational measures to predict student achievement

    Open AccessLinda A Reddy, Anh Hua et al.ARTICLEStudies In Educational Evaluation2019

  • Multi-method teacher evaluation for high poverty schools

    Open AccessRyan J Kettler, Ilona Arnold-Berkovits et al.ARTICLEStudies In Educational Evaluation2018

  • Distractor Functioning in Modified Items for Test Accessibility

    Open AccessMichael C Rodríguez, Ryan J Kettler et al.ARTICLESAGE Open2014Referências: 14

    Effective distractors in multiple-choice items should attract lower ability students, those with misconceptions or limited knowledge and skills, because they are based on common misconceptions or errors in logic. A large, multi-state data set collected for a quasi-experimental study on test modifications was analyzed to measure the impact on distractor functioning. The key modification of interest was the removal of the weakest of three distracto…

  • Test Accessibility

    Open AccessPeter A Beddow, Stephen N Elliott et al.ARTICLEEducation Research International2013

    The push toward universally designed assessments has influenced several states to modify items from their general achievement tests to improve their accessibility for all test takers. The current study involved the review of 159 items used by one state across four content areas including science, coupled with the review of 261 science items in three other states. The item reviews were conducted using the Accessibility Rating Matrix (Beddow et al.…

  • Introduction to the Special Issue on Alternate Assessments Based on Modified Academic Achievement Standards

    Ryan J Kettler, Stephen N ElliottARTICLEPeabody Journal of Education2009

    This introduction to the special issue titled Alternate Assessments Based on Modified Academic Achievement Standards: New Policy, New Practices, and Persistent Challenges addresses the federal policy introducing the new alternate assessment for students with persistent academic difficulties, as well as related implementation issues that will be more thoroughly considered throughout the journal. Three guidelines are identified within the policy fo…

  • Modifying Achievement Test Items

    Ryan J Kettler, Stephen N Elliott et al.ARTICLEPeabody Journal of Education2009Citada por: 1Referências: 13

    Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as an AA-MAS (U.S. Department of Education, 2007b U.S. Department of Education. 2007b. Standards and asse…

  • Alternate Assessments of Modified Achievement Standards

    Open AccessStephen N Elliott, Ryan J Kettler et al.ARTICLEJournal of Disability Policy…2008Citada por: 2

    Amendments to the No Child Left Behind Act allow for a portion of students with disabilities within each state to be tested via an alternate assessment based on modified achievement standards, and as a result, the performance of 2% or slightly more of these students can be reported as proficient for purposes of adequate yearly progress. This policy calls for tests composed of easier items in the same content areas as a state's general achievement…

  • Testing Accommodations Research and Decision Making

    Stephen N Elliott, Brian C McKevitt et al.ARTICLEMeasurement and Evaluation in…2002Citada por: 2Referências: 1

    The authors review both (a) definitional and legal issues associated with testing accommodations and (b) validity issues that confront educators who must make decisions about the use and likely effects of testing accommodations, and they summarize the results of 4 experimental studies they have conducted that examine the statistical effects of accommodations on test scores of students with and without disabilities