This report describes efforts to measure teachers' knowledge of their own students' abilities in mathematics and offers preliminary findings. It provides a description of the sample, a description of the study design and its realization, and descriptive statistics for teacher judgment accuracy. The work described here was completed as part of a…

One major issue with large-scale assessments is that the respondents might give no responses to many items, resulting in less accurate estimations of both assessed abilities and item parameters. This report studies how the types of items affect the item-level nonresponse rates and how different methods of treating item-level nonresponses have an…

Some problems associated with the criteria of reproducibility and scalability as they are used in Guttman scalogram analysis to evaluate cumulative, nonparametric scales of dichotomous items are discussed. A computer program is presented which analyzes response patterns elicited by dichotomous scales designed to be cumulative. (Author/DWH)

BRT Math Screening Measures focus on students' mathematics performance in grade-level standards for students in grades 1-8. A total of 24 test forms are available with three test forms per grade corresponding to fall, winter, and spring testing periods. Each form contains computation problems and application problems. BRT Math Screening Measures…

The National Assessment of Educational Progress (NAEP) administered the selected supplemental mathematics exercises to 13-year-old students during October and November 1975 and to 17-year-old students during March and April 1976. This assessment represents a specially modified supplement to 1972-73 full-scale mathematics assessment and was…

Two aspects of criterion referenced testing are discussed: cutting scores and test length. Several practices in determining passing scores are enumerated: (1) setting passing scores so that a predetermined percent of students pass; (2) inspecting each test item to determine how important it is that it be answered correctly; (3) determining the…

The "CSE Program Evaluation Kit" is a series of nine books intended to assist people conducting program evaluations. This volume, the eighth in the kit, is divided into three sections, each dealing with an important function that quantitative analysis serves in evaluation: summarizing scores through measures of central tendency and…

The purpose of this released exercise set is to provide easy access to some exercises from the National Assessment of Educational Progress (NAEP) second mathematics assessment, conducted in 1977-78. Part 1 of the text explains NAEP's assessment procedures and describes the documentation provided for the various kinds of exercises in the set. Part…

This report examines issues in the scale-up of assessment software from the Center for Research on Evaluation, Standards, and Student Testing (CRESST). "Scale-up" is used in a metaphorical sense, meaning adding new assessment tools to CRESST's assessment software. During the past several years, CRESST has been developing and evaluating a…

This document reviews several theoretical frameworks of problem-solving, provides a definition of the construct, suggests ways of measuring the construct, focuses on issues for assessment, and provides specifications for the computer-based assessment of problem solving. As defined in the model of the Center for Research on Evaluation, Standards,…

The research leading to the decisions to revise the Graduate Record Examination Aptitude Test (GRE) (beginning in October 1981) is reviewed. The issues discussed include the format of the test (the timing of each section and the number of sections, the content of the sections--especially the analytical section), the scoring procedure for the GRE,…

This technical manual provides all major existing information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS). The assessment component of the Kentucky Education Reform Act Accountability System was in use between 1991-92 and 1993-94 and was referred to as Cycle One. Two sets of test…

This technical manual provides information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS), the assessment component of the Kentucky Education Reform Act Accountability System. The time period covered is Accountability Cycle 2, which spanned the school years 1992-93 through 1995-96. Sections of…

This exploration of gender and test fairness first considers ways in which women and men sometimes differ in test performance, and then examines some of the aspects of why they differ, focusing on aspects that have implications for the design of fair tests. The first chapter introduces the context of the topic, the nature of test fairness, and the…

The advantages that computer adaptive testing offers over linear tests have been well documented. The Computer Adaptive Test (CAT) design is more efficient than the Linear test design as fewer items are needed to estimate an examinee's proficiency to a desired level of precision. In the ideal situation, a CAT will result in examinees answering…