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ERIC Number: ED545274
Record Type: Non-Journal
Publication Date: 2012
Pages: 113
Abstractor: As Provided
Study of the Reliability of CCSS-Aligned Math Measures (2012 Research Version): Grades 6-8. Technical Report #1312
Anderson, Daniel; Alonzo, Julie; Tindal, Gerald
Behavioral Research and Teaching
In this technical report, we describe the results of a study of mathematics items written to align with the Common Core State Standards (CCSS) in grades 6-8. In each grade, CCSS items were organized into forms, and the reliability of these forms was evaluated along with an experimental form including items aligned with the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. The purpose of the experimental measure was to evaluate how previously existing math items functioned empirically relative to the CCSS items. All included NCTM items were previously rated as linked with the CCSS. Analyses included Rasch modeling to explore the difficulty and functioning of both sets of items, classical reliability statistics (Cronbach's alpha, testretest, and alternate form reliability) and two sets of Generalizability Theory analyses. Overall, results suggest the CCSS items are more difficult than the NCTM items, and test forms made up exclusively of CCSS items operate at less than ideal reliability levels. The ways in which the results of this study have informed revisions to the easyCBM CCSS Math test forms to enhance the reliability while increasing accessibility are discussed. The following are appended: (1) Teacher Instructions; and (2) Complete Generalizability and Decision Study Results.
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 - Research; Numerical/Quantitative Data
Education Level: Grade 6; Grade 7; Grade 8; Elementary Education; Intermediate Grades; Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)
IES Funded: Yes
Grant or Contract Numbers: R324A100026