ERIC Number: ED371010
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
Relationships between Test Specifications, Item Responses, Task Demands, and Item Attributes in a Large-Scale Science Assessment.
Park, Chung; Allen, Nancy L.
This study is part of continuing research into the meaning of future National Assessment of Educational Progress (NAEP) science scales. In this study, the test framework, as examined by NAEP's consensus process, and attributes of the items, identified by science experts, cognitive scientists, and measurement specialists, are examined. Preliminary information about item responses was available from the 1993 field test of NAEP science items, which involved 3,908 4th graders, 3,585 8th graders, and 3,041 12th graders. Five-hundred sixteen 8th graders were administered a particular test booklet that was examined in detail. Information from the other test booklets will eventually be compared with these results. Each test item and the attributes associated with it has been evaluated for attributes in the major categories of (1) specific knowledge; (2) item format and vocabulary; (3) reasoning; (4) hypothesis testing and design of the hypothesis test; (5) explanation; and (6) communication. Further research will explore the relationship of item attributes and test framework to actual student responses. Nine tables and five figures present analysis results. (Contains 2 references.) (SLD)
Descriptors: Communication (Thought Transfer), Comparative Analysis, Construct Validity, Content Validity, Difficulty Level, Elementary Secondary Education, Grade 12, Grade 4, Grade 8, Hypothesis Testing, Knowledge Level, National Surveys, Responses, Science Tests, Test Construction, Test Format, Test Items, Test Validity, Thinking Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Educational Testing Service, Princeton, NJ.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress