ERIC Number: ED441823
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Validity of Student Scores in the New Hampshire Educational Assessment and Improvement Program.
Nering, Michael L.; Bay, Luz G.; Meijer, Rob R.
In state assessment programs in which performance has no real immediate consequence for the individual examinee, the issue of examinee motivation arises. Some examinees may respond to questions in ways that do not reflect their real knowledge of the test domain. In this study, a new approach was developed to identify students who have responded to questions in a way that does not reflect their knowledge adequately. The new method was designed to detect examinees that responded according to some repeating pattern. The new method was then compared to two indices previously developed by Drasgow, Levine, and Williams (1985) using data from New Hampshire's statewide mathematics assessment for 16,630, 16,387, and 14,445 students from grades 3, 6, and 10 respectively. These indices were found to be distributed in a manner that was more or less expected, something that suggests that the indices may be useful in detecting examinees that are responding in a way not in accord with the underlying test model. However, results suggest that these indices will only occasionally detect responding according to a repeating pattern. Use of the new method, called the PM method, to detect responding in a repeated pattern is supported by the study. (Contains 8 tables and 23 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire