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Traynor, Anne – Educational Assessment, 2017
Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…
Descriptors: Test Items, Test Construction, Alignment (Education), Curriculum
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Rutkowski, David; Wild, Justin – Educational Assessment, 2015
In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…
Descriptors: Teacher Evaluation, National Competency Tests, Reading Tests, Expectation
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Svetina, Dubravka; Levy, Roy – Educational Assessment, 2014
A framework is introduced for considering dimensionality assessment procedures for multidimensional item response models. The framework characterizes procedures in terms of their confirmatory or exploratory approach, parametric or nonparametric assumptions, and applicability to dichotomous, polytomous, and missing data. Popular and emerging…
Descriptors: Item Response Theory, Models, National Competency Tests, Science Tests
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Ayala, Carlos Cuauhtemoc; Shavelson, Richard J.; Yin, Yue; Schultz, Susan E. – Educational Assessment, 2002
Studied reasoning dimensions underlying science achievement in a test made of items from three national and international examinations and items from only one of the tests (National Education Longitudinal Study of 1988; NELS:88) and in performance test results for 35 students from the larger study. Findings provide tentative support for three…
Descriptors: High School Students, High Schools, National Surveys, Performance Based Assessment
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Plake, Barbara S.; Hambleton, Ronald K. – Educational Assessment, 2000
Applied the analytical judgment standard setting method to 90 papers from the 1996 Grade 8 National Assessment of Educational Progress science assessment. Compared sorting versus direct classification, long and short versions of the classification scale, and effects of discussion on cutscores. Results from 17 Georgia teachers and 8 Michigan…
Descriptors: Classification, Cutting Scores, Junior High School Students, Junior High Schools
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Burstein, Leigh; Koretz, Daniel; Linn, Robert; Sugrue, Brenda; Novak, John; Baker, Eva L.; Harris, Elizabeth Lewis – Educational Assessment, 1996
Three studies evaluating the validity of the descriptors and exemplars of the National Assessment of Educational Progress (NAEP) as characterizations of the actual mathematics performance of students at achievement levels are reported. Serious inconsistencies were found between actual performance and descriptors and exemplars. Recommendations for…
Descriptors: Elementary Secondary Education, Mathematics Achievement, Mathematics Tests, National Surveys
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Deibert, Edward; Koretz, Daniel – Educational Assessment, 1996
The use of achievement levels and anchor points in press reports of the 1990 National Assessment of Educational Progress mathematics assessment was studied. In a review of 41 articles, widespread oversimplification and frequent misinterpretations were found, sometimes stemming from standards-based reporting. Implications for future standards-based…
Descriptors: Academic Achievement, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests
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O'Neil, Harold F., Jr.; Sugrue, Brenda; Baker, Eva L. – Educational Assessment, 1996
The effects of an incentive (money) on the motivation of students taking the National Assessment of Educational Progress (NAEP) mathematics test were studied. Results with 749 8th graders and 719 12th graders indicate that, at least for 8th graders, student effort can be increased by financial rewards and that this effort results in higher scores.…
Descriptors: Achievement Tests, Grade 12, Grade 8, High School Students
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Baker, Eva L. – Educational Assessment, 1996
A series of studies by the Technical Review Panel (TRP) of the National Assessment of Educational Progress (NAEP) to improve the quality and utility of the NAEP is introduced, with a description of the NAEP, the creation of the TRP, the education policy issues that influenced the selection of research topics, and the relationship among the…
Descriptors: Academic Achievement, Educational Assessment, Educational Policy, Elementary Secondary Education
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Kiplinger, Vonda L.; Linn, Robert L. – Educational Assessment, 1996
Current discussions of the effects of test administration conditions (i.e., testing stakes) and the motivational levels associated with them on achievement test performance are reviewed. Results of a nonexperimental study suggest that, in contrast to a moderate-stakes testing environment, the National Assessment of Educational Progress does not…
Descriptors: Achievement Tests, Educational Testing, Elementary Secondary Education, High Stakes Tests
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Barron, Sheila I.; Koretz, Daniel M. – Educational Assessment, 1996
The quality of performance estimates from the National Assessment of Educational Progress (NAEP) long-term trend assessment for Black and Hispanic students was evaluated. NAEP estimates of these trends are imprecise to the point that their usefulness for policymaking is arguable. Long-term trend assessment results also differ from main assessment…
Descriptors: Academic Achievement, Black Students, Educational Trends, Elementary Secondary Education
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Berends, Mark; Koretz, Daniel M. – Educational Assessment, 1996
The adequacy of the National Assessment of Educational Progress (NAEP) for taking into account dissimilarities in students' family, school, and community contexts when reporting test score differences among minority population groups was studied. Analyses show that the NAEP lacks a number of important social context measures and that the quality…
Descriptors: Academic Achievement, Community Influence, Context Effect, Elementary Secondary Education