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ERIC Number: ED485473
Record Type: Non-Journal
Publication Date: 2004-Jun
Pages: 45
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Alignment of Idaho State Standards With The Idaho Direct Mathematics Assessment In Grades 4, 6, and 8.
Leffler, James
Idaho State Department of Education
The process used for this alignment was an abbreviated version of the alignment work and models developed by Norman L. Webb (1997, 1999, 2001, and 2002), and used in alignment studies of the Idaho state assessment system. While the full Webb alignment includes four dimensions, this study only considers two of the dimensions -- Depth of Knowledge and Categorical Concurrence. This report does not apply the criteria developed for the criteria of Range of Knowledge and Balance of Representation. Both of those other two criteria are skewed when a limited number of questions are considered, as would be the case of the DMA. In the dimension of Categorical Concurrence, Webb aligns questions with only one standard, and with the alignment of the Idaho state assessment system questions were aligned with a maximum of 3 standards. With the Direct Mathematics Assessment (DMA) alignment, test questions are aligned to all standards that are appropriate, without a maximum being set. Second, again due to the smaller number of questions on each of the DMA instruments, alignment of questions was only done to Idaho Standards level, not to the Content, Knowledge and Skills level. Categorical Concurrence and Depth of Knowledge only apply at the aggregate standards level. The process included a two step process: (1) a desk-top preview and matching of standards and assessment questions; and (2) an observation of the actual Range Finding session. Range finding was observed to provide context fine tuning of the information about the processes used in the scoring, and to provide background information about the scoring process, the scoring rubrics, and the determination of range finders. This is used in the establishment of Depth of Knowledge levels. It is possible for a question to appear to ask for a deeper depth of knowledge, when in fact the scoring process/rubrics do not recognize this. (Contains 1 appendix & 17 tables.)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 4; Grade 6; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Idaho State Board of Education, Boise.