To Retake or Not to Retake? Considerations When Interpreting Scores From Multiple Test Attempts (Non CNE)

To Retake or Not to Retake? Considerations When Interpreting Scores From Multiple Test Attempts (Non CNE)

In this presentation, we invite educators to examine their institutional testing and remediation policies regarding proctored examination retakes. ATI researchers will share data regarding institutional policies, as well as retakes of the Comprehensive Predictor and Content Mastery Series assessments. Then, educators will work through an applied example of a retake scenario while considering key findings.

Session Objectives
Following this session, participants will be able to:

  • Discuss considerations for developing testing and remediation policies and considerations when interpreting first-attempt or retake test scores
  • Discuss research evaluating retake practices and testing and remediation policies, as well as research examining the duration between test attempts and score increases
  • Review and evaluate a hypothetical test and remediation scenario.


Jennifer Brussow

Jennifer Brussow, PhD, received her doctorate in Research, Evaluation, Measurement, and Statistics from the University of Kansas in 2018. In her current position as a Psychometrician at Ascend Learning, she uses a variety of statistical procedures to conduct research to assemble construct and criterion validity evidence for certification and licensure assessments. She also develops predictive models around student success, leads psychometric discussions during product development, and develops score reports and reporting guidelines. In her years of experience in the field of assessment, she has also worked as a psychometrician for examinations for students with significant disabilities and led evaluations of educational interventions. Her research projects include investigating factor structure, differential item functioning, and scores’ relationship to external variables, and she has published peer-reviewed articles, research briefs, and whitepapers.

Tony Juve

Tony Juve, PhD, earned his doctorate in educational psychology with an emphasis on measurement, assessment, and statistics from the University of Missouri-Columbia. He joined the ATI Psychometrics team in 2008 and currently conducts research to support the technical integrity of Ascend Learning assessment products. Dr. Juve also teaches statistics in the graduate program at Mid-America Nazarene University. In his free time, he enjoys painting and fly fishing. His published work includes: “Use of the ATI Testing Policy and Its Impact on Nursing Program Outcomes,” “ATI’s Product Use Case Study: Using Educational Nursing Products to Achieve Strong Outcomes,” “Learning Strategies: Your Guide to Classroom and Test-Taking Success,” “Testing and Assessment.” He also has contributed to “21st Century Psychology: A Reference Handbook” “Test Construction,” Handbook of the Teaching of Psychology,” and “An Introduction to Statistics and Research Methods: Becoming a Psychological Detective.