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Qualitative research methods are deemed best suited to exploring novel phenomena and generating new concepts. Their potential to reevaluate existing theorizing, however, is underestimated. Qualitative restudies that return to the data and settings on which the original theories were built are a well-established tradition in other disciplines (e.g., history, sociology, and anthropology), but have received little recognition in management and organization studies. We introduce qualitative restudies as a powerful means to improve theorizing by revising or challenging theories that have become outdated or obsolete and establishing transferability and longevity of findings and interpretations. We provide a typology of qualitative restudy designs drawing on an integrative review of literature in management, strategy, and the social sciences and humanities. We highlight the main design and ethical considerations for researchers in undertaking a restudy. We argue for the strengths of restudies as lying in their possibilities for retheorizing, above and beyond verifying or updating prior studies. Restudies draw on the strengths of in-depth qualitative work to uncover how interpretations and theorizing are shaped by methodological traditions, historical contexts, existing societal structures, and researcher backgrounds. [ABSTRACT FROM AUTHOR]

Initially making its name as the backbone technology of Bitcoin, blockchain has been referred to as a distributed ledger, public database, Internet of value, digital infrastructure, network, and platform. Compared with fluctuating cryptocurrency and non-fungible token (NFT) markets, applications of blockchain technology in more diverse business scenarios have received less attention. By analyzing 16 international business use cases under eight categories of blockchain-based solutions, this article offers a contextualized understanding of the potential for blockchain to become a general-purpose technology (GPT). It discusses how the extensiveness, evolvability, and enabling (3Es) aspects of blockchain influence the value, vision, and viability (3Vs) required for successful real-world applications. The article discusses how firms can draw on lessons from failed cases and good practices of existing cases to enhance the 3Vs for blockchain adoption. [ABSTRACT FROM AUTHOR]

The use of assessment results to inform school accountability relies on the assumption that the test design appropriately represents the content and cognitive emphasis reflected in the state's standards. Since the passage of the Every Student Succeeds Act and the certification of accountability assessments through federal peer review practices, the content validity arguments supporting accountability have relied almost exclusively on the alignment of statewide assessments to state standards. It is assumed that if alignment does not hold, the scores will not provide valid inferences regarding the degree to which test takers have performed. Although alignment results are commonly used as evidence of test appropriateness, Polikoff (this issue) would argue that given the importance of alignment in policy decisions, research related to alignment is surprisingly limited. Few studies have addressed the adequacy of alignment methodologies and results as support for the inferences to be made (i.e., proficient on state standards). This paper uses an example of test taker performance (and common performance indicators) to investigate to what extent the degree of alignment impacts inferences made about performance (i.e., classification into performance levels, estimates of student ability, and student rank order).

The article discusses the importance of items in educational assessments, emphasizing that all analyses and decisions are based on test takers responding to items. It traces the evolution of item development standards over the years, focusing on the role of experts in item writing and the review processes involved. The article also explores the future of item development, highlighting the increasing use of artificial intelligence and technology in generating assessment items. The Standards for Educational and Psychological Testing have guided best practices in item development and interpretation since 1966, and will continue to do so in the future. [Extracted from the article]

This report provides a two-part evaluation of the IntelliMetric[SM] automated essay scoring system based on its performance scoring essays from the Analytic Writing Assessment of the Graduate Management Admission Test[TM] (GMAT[TM]). The IntelliMetric system performance is first compared to that of individual human raters, a Bayesian system employing simple word counts, and a weighted probability model using more than 750 responses to each of six prompts. The second, larger evaluation compares the IntelliMetric system ratings to those of human raters using approximately 500 responses to each of 101 prompts. Results from both evaluations suggest the IntelliMetric system is a consistent, reliable system for scoring AWA essays with a perfect + adjacent agreement on 96% to 98% and 92% to 100% of instances in evaluations 1 and 2, respectively. The Pearson r correlations of agreement between human raters and the IntelliMetric system averaged .83 in both evaluations. (Contains 3 endnotes and 7 tables.)

As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed.