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ERIC Number: ED531461
Record Type: Non-Journal
Publication Date: 2007
Pages: 33
Abstractor: As Provided
Reference Count: 6
Content-Related Evidence for Validity for Mathematics Tests: Teacher Review. Technical Report # 42
Martinez, Martha I.; Ketterlin-Geller, Leanne; Tindal, Gerald
Behavioral Research and Teaching
Behavioral Research and Teaching (BRT) has developed a series of mathematics tests to assist local school districts in identifying students in grades 1-8 who may be at risk of not meeting year-end mathematics achievement goals. The tests were developed using the state mathematics standards for the relevant grade levels and administered to students in fall, winter and spring. In an effort to continuously improve the tests as well as to examine the validity of their uses, school staff from local districts participated in piloting and reviews of the tests from 2003-2006. The 2005-2006 teacher review documented in this technical report was designed to systematically capture feedback on all test items based on the appropriateness of language, concepts, and graphics, as well as bias in language or graphics. This review provides content-related validity evidence for the uses of the test results as screening tools. Appended are: (1) Math Test Review: Reviewer Information Form; (2) presentation outline that BRT used to frame the meeting and explain the review procedures that teachers were asked to use; (3) review forms that were provided to review each test item systematically in terms of the four criteria, as well as to offer any suggestions for how to improve specific items; (4) Overall Ratings of Difficulty; (5) Metadata for table Teacher Review in BRT Math Database; and (6) Reviewer comments and changes made to first grade spring assessments. (Contains 4 tables.)
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 7; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)