ETS^® Proficiency Profile Research

To learn more about research related to the ETS® Proficiency Profile assessment, refer to the following reports:

• Investigating College Learning Gain: Exploring a Propensity Score Weighting Approach

  Liu, O. L., Liu, H., Roohr, K. C., & McCaffrey, D. F. (2016)
  Journal of Educational Measurement, 53(3), 352–367

  Provides an evaluation of a propensity score weighting approach for matching freshmen and seniors prior to evaluating cross-sectional learning gains.

• Investigating Student Learning Gains in College: A Longitudinal Study

  Roohr, K. C., Liu, H., & Liu, O. L. (2016)
  Studies in Higher Education. doi: 10.1080/03075079.2016.1143925

  Provides evidence of longitudinal learning gains in college using the ETS Proficiency Profile.

• The Effects of Motivational Instruction on College Students' Performance on Low-Stakes Assessment

  Liu, O. L., Rios, J. A., & Borden, V. (2015)
  Educational Assessment, 20, 79–94

  Provides evidence to show that motivational instructions can increase students’ self-reported test-taking motivation.

• Identifying Low-Effort Examinees on Student Learning Outcomes Assessment: A Comparison of Two Approaches

  Rios, J., Liu, O. L., & Bridgeman, B. (2014)
  New Directions for Institutional Research, 161, 69–82

  Provides an evaluation of two different approaches for identifying low-effort examinees including response time effort and self-reported effort.

• Investigating 10-Year Trends of Learning Outcomes at Community Colleges

  Liu, O. L. & Roohr, K. C. (2013)
  ETS Research Report (RR-13-34)

  Provides trends in community college performance over a 10-year period and concurrent validity evidence.

• Investigating ESL Students' Performance on Outcomes Assessments in Higher Education

  Larkin, J., Elliot, D., & Liu, O. L. (2012)
  Educational and Psychological Measurement, 72(5),734–753

  Provides validity evidence for using ETS Proficiency Profile with students who speak English as a second language.

• Measuring Learning Outcomes in Higher Education: Motivation Matters

  Liu, O. L., Bridgeman, B., Adler, R. M. (2012)
  Educational Researcher, 41(9), 352–362

  Provides evidence that students' motivation to take higher education outcomes assessments has a significant impact on their test scores.

• Examining American Post-Secondary Education

  Liu, O. L. (2011)
  ETS Research Report Series (RR-11-22)

  Provides a comprehensive review of issues in higher education.

• Outcomes Assessment in Higher Education: Challenges and Future Research in the Context of Voluntary System of Accountability

  Liu, O. L. (2011)
  Educational Measurement: Issues and Practice, 30(3), 2–9

  Provides an overview of the field of learning outcomes research.

• Value-added Assessment in Higher Education: A Comparison of Two Methods

  Liu, O. L. (2011)
  Higher Education, 61(4), 445-461

  Establishes and provides support to the value-added method that ETS currently employs for the ETS Proficiency Profile.

• R&D Connections: Measuring Learning Outcomes in Higher Education

  Liu, O. L. (2009)
  Report No. RDC-10

  Provides insight into the issues surrounding accountability and measuring learning outcomes in higher education.

• Test Validity Study (TVS) Report

  Klein, S., Liu, O. L., Sconing, J., Bolus, R., Bridgeman, B., Kugelmass, H., Nemeth, A., Robbins, S., & Steedle, J. (September 29, 2009)
  Supported by the Fund for Improvement of Postsecondary Education (FIPSE)

  Compares construct validity of three existing tests: ETS Proficiency Profile, CLA and CAAP.

• Measuring Learning Outcomes in Higher Education Using the Measure of Academic Proficiency and Progress (MAPP)

  Liu, O. L. (2008)
  ETS Research Report Series (RR-08-47)

  Provides validity evidence for the ETS Proficiency Profile (formally MAPP) for value-added use.

• Validity of the Academic Profile

  Marr, D. (1995)
  Educational Testing Service

  Provides construct validity evidence for the Academic Profile assessment.