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ERIC Number: ED442821
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 34
Abstractor: N/A
Reference Count: N/A
Using Multidimensional versus Unidimensional Ability Estimates To Determine Student Proficiency in Mathematics.
Walker, Cindy M.; Beretvas, S. Natasha
The primary objective of this research was to examine the effect of scoring items known to be multidimensional using a unidimensional model. Although several simulation studies have examined this, few studies have been conducted using data obtained from actual test administrations. In this study, open-ended mathematics items from a mandated state test, previously shown to function differentially in favor of proficient writers, were hypothesized to be multidimensional. (Data were obtained from 65,333 fourth graders and 65,279 seventh graders taking the state mathematics tests.) Only these items comprised the second dimension, considered to be mathematical communication, while all of the mathematics items defined both the unidimensional model and the first factor of the multidimensional model, considered to be general mathematical ability. The pattern of examinee placement into four different proficiency level classifications, previously determined using the bookmark standard setting procedure, was compared for both the unidimensional model and the first dimension of the multidimensional model. The majority of examinees placed into different levels was placed into higher levels of proficiency by the multidimensional model. Further analyses indicated that the average level of mathematical communication differed for examinees placed into different levels by the two models. Examinees with higher estimates of mathematical communication tended to be placed into a higher proficiency level, while those with lower estimates of mathematical communication tended to be placed into lower proficiency levels by the unidimensional model. (Contains 8 tables and 16 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A