Sensitivity of Cross-State Assessment Item Difficulty to Differences in State Curricular Content Standards

Autor/in	Traynor, Anne
Titel	Sensitivity of Cross-State Assessment Item Difficulty to Differences in State Curricular Content Standards
Quelle	In: Applied Measurement in Education, 30 (2017) 4, S.329-342 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Traynor, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1353991
Schlagwörter	Test Items; Difficulty Level; State Standards; Academic Standards; Curriculum; Differences; Mathematics Tests; Elementary School Mathematics; Performance; Achievement Tests; Scores; Content Analysis; National Competency Tests; Mathematics Achievement; International Assessment; Grade 3; Grade 4; Regression (Statistics); Statistical Analysis; California; Indiana; Kansas; Massachusetts; Michigan; Minnesota; Ohio; Oregon; Vermont; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schwierigkeitsgrad; Curricula; Lehrplan; Rahmenplan; Unterscheiden; Elementare Mathematik; Schulmathematik; Achievement; Leistung; Achievement test; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Testdurchführung; Testen; Inhaltsanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Statistische Analyse; Kalifornien; Master-Studiengang
Abstract	It has long been argued that U.S. states' differential performance on nationwide assessments may reflect differences in students' opportunity to learn the tested content that is primarily due to variation in curricular content standards, rather than in instructional quality or educational investment. To quantify the effect of differences in states' intended curricular goals on test item performance in the mid-to-late 2000s, we use fractional logit regression of state-specific mathematics item difficulty values on a measure of content emphasis in state elementary school mathematics curricular standards documents. Finding weak but positive associations between content emphasis in state standards and proportion-correct item difficulty, we conclude that variations in states' intended curriculum content, alone, appear to have had limited influence on cross-state mathematics test item performance during the time frame examined. Implications for cross-state assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01