ABSTRACT
In this chapter we highlight important psychometric and policy-based considerations when using automated scoring in educational measurement settings in grades 3–12. We provide a framework for evaluating items that are under consideration for automated scoring, present an overview automated scoring training, evaluation, and documentation requirements, and discuss psychometric considerations of deploying automated scores in an operational setting. We give special attention to test score validity and to the use of automated scores where the measurement of status and student growth are central to an assessment program’s interpretive argument and intended score use.
