This empirical research study investigates the relationship between the utilization of Universal Design (UD) elements and math performance among eighth graders. We analyzed 2017 National Assessment of Educational Progress process data using Poisson Generalized Linear Mixed-Effects Models to examine how the frequency of UD element usage varies…

A comparison of the relative ordering power of separate and grouped-items true-false tests indicated that neither type of test was uniformly superior to the other across all levels of knowledge of examinees. Grouped-item tests were found superior for examinees with low levels of knowledge. (Author/CTM)

Presents a study of the effect of question order on student performance on economics tests. Reports that question order has no statistically significant effect on examination scores, even after including variables that reflect differential human capital characteristics. Concludes that instructors need not worry that some examination versions give…

Applies Item Response Theory methods to data from the national norming of the Test of Economic Literacy to identify test questions with large male-female differences. Regression analysis showed a significant decrease in the magnitude of gender difference, although a difference was still present. (MJP)