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ERIC Number: EJ932504
Record Type: Journal
Publication Date: 2011
Pages: 25
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0895-7347
Modified Multiple-Choice Items for Alternate Assessments: Reliability, Difficulty, and Differential Boost
Kettler, Ryan J.; Rodriguez, Michael C.; Bolt, Daniel M.; Elliott, Stephen N.; Beddow, Peter A.; Kurz, Alexander
Applied Measurement in Education, v24 n3 p210-234 2011
Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests composed of modified items would have the same level of reliability as tests composed of original items, and whether these modified items helped reduce the performance gap between AA-MAS eligible and ineligible students. Three groups of eighth-grade students (N = 755) defined by eligibility and disability status took original and modified versions of reading and mathematics tests. In a third condition, the students were provided limited reading support along with the modified items. Changes in reliability across groups and conditions for both the reading and mathematics tests were determined to be minimal. Mean item difficulties within the Rasch model were shown to decrease more for students who would be eligible for the AA-MAS than for non-eligible groups, revealing evidence of differential boost. Exploratory analyses indicated that shortening the question stem may be a highly effective modification, and that adding graphics to reading items may be a poor modification. (Contains 5 tables and 4 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Hawaii; Idaho; Indiana
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001