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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
Call for Feedback

ERIC proposes to expand the peer-reviewed indicator to additional materials. ยป Learn more

ERIC Number: ED471756
Record Type: RIE
Publication Date: 2002
Pages: 13
Abstractor: N/A
Reference Count: N/A
A Content Analysis of Exit Level Mathematics on the Texas Assessment of Academic Skills: Addressing the Issue of Instructional Decision-Making in Texas.
Confrey, Jere; Carrejo, David
High stakes tests are increasingly used to monitor systemic improvements in mathematics and teachers are expected to rely on the results of such tests to adapt their instructional practices. We examine the Texas Assessment of Academic Skills (TAAS) over a period of three years to examine to what extent its results can be used to guide instructional decision-making. We present the results of an expert content analysis of the 10th grade TAAS mathematics test for 1999, 2000, and 2001 which reveal that problem solving objectives mask significant content emphases. We further examine the variation in raw scores by objective across grades and years to show this information is not reliable enough to guide changes in instruction. We examine the sampling of topics within objective to gauge the distribution across topics. Finally, we attempt unsuccessfully to account for changes in difficulty using a combination of changes in sampling, item characteristics and composition of distracters. This leads us to question the utility of providing teachers raw data by objective and points to the urgency of developing better methods to link content analyses and psychometric methods of scoring. (Author)
ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Texas Assessment of Academic Skills
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.