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ERIC Number: ED236171
Record Type: RIE
Publication Date: 1983-Apr
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Connecticut Application of Item Response Theory to Large Scale Assessments.
Pecheone, Raymond; Rindone, Douglas A.
The Connecticut Assessment of Educational Progress (CAEP) is designed to provide legislators and educators with information on the strengths and weaknesses of students in 11 curricula areas. In addition, the Educational Evaluation and Remedial Assistance (EERA) program was developed to assess student proficiency in the basic skills of reading, writing, and mathematics. The role these testing practices play in state policy making is described in this paper. Moreover, the focus of the testing is based on the application of item response theory to test development and the measurement of educational growth. Connecticut is just beginning to use latent trait technology in the development of tests. Advantages and disadvantages of this methodology have emerged and are cited and discussed in this paper. (Author)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Connecticut Assessment of Educational Progress; Connecticut Educational Evaluation Remedial Assist; Connecticut State Department of Education
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Montreal, Quebec, April 12-14, 1983).