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ERIC Number: ED422383
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Application of the Rule-Space Methodology to the 1996 NAEP Science Assessment: Grade 4 Preliminary Results.
Yepes-Baraya, Mario; Tatsuoka, Kikumi; Allen, Nancy L.; O'Sullivan, Christine; Liang, Jo-Lin; Hui, Xuefei
In the context of Phase Four of the National Assessment of Educational Progress (NAEP) Science Attribute Study, this report includes a discussion of item attributes, an overview of the item attributes used in the study, some psychometric characteristics of the blocks analyzed, a general description of the rule-space methodology, the results obtained, and a discussion. Two grade-four booklets from the 1996 NAEP Science Assessment were coded in preparation for the rule-space analysis, using a total of 4 different blocks of items and 328 examinees. The application of the rule-space methodology to an assessment involves essentially two stages: (1) the identification and coding of item attributes for the items, as performed, and the determination of knowledge states; and (2) the classification of examinees into one of the predetermined knowledge states. By design, the NAEP science assessment is a balanced assessment in which all examinees are required to answer one block of items of each type (conceptual/problem solving, theme, and performance task). On the surface, this property would appear to warrant generalizability of the findings of this study about item attributes to the remaining Grade 4 blocks, but the science content does vary across blocks, and the interaction between content and other item attributes could have unforeseen results. It is suggested that the analyses performed in this study be extended to other booklets. (Contains 7 tables, 4 figures, and 14 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.; National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress