This study aims to develop a valid and reliable measuring instrument that can measure the level of mathematical language used by students and their teachers during the teaching of fractions to fourth-grade primary school students. This study is a methodological validity and reliability study. In total, 999 students from fourteen different…

This study aims to design mathematical literacy instruments that have evidence of content and construct validity and are reliable for use as an assessment for learning. The research involved eight experts as instrument validators and 273 eighth-grade students of junior high school in Yogyakarta Province. The results showed that the ten…

The purpose of this research is to provide information about the psychometric properties of technology-enhanced (TE) items and the effects these items have on the content validity of an assessment. Specifically, this research investigated the impact that the inclusion of TE items has on the construct of a mathematics test, the technical properties…

Six tasks, selected from assessments administered in 2007 as part of the Cognitively-Based Assessments of, for, and as Learning (CBAL) project, were revised in an effort to remove difficulties with the tasks that were unrelated to the construct being assessed. Because the revised tasks were piloted on a different population from the original…

In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…

This primary purpose of the study was to expand the work of Garet, Porter, Desimone, Birman, and Yoon (2001) by creating and psychometrically testing an instrument designed to measure teachers' perceptions of characteristics of professional development. Elementary teachers (n = 406) from five school districts in Washington State participating in a…

In the year 2000, the Alaska High School Graduation Qualifying Examination (HSGQE) was given for the first time. The HSGQE is currently scheduled to be a graduation requirement for all students graduating as of January 2002, but early results from the use of the HSGQE in the Anchorage school district raise serious questions about the use of the…

The validation of key contextual features of algebra word problems was studied in two phases. In the first phase, five experts were asked to assess the appropriateness of the concepts in the problems and the adequacy of the assignment of the contextual features to the problems. In the second phase, construct validity was established by having 6…

Basic skills tests in which measurement of growth is defined in the context of national norms are discussed. An integral part of the construction of norms is the production of a trait or ability score which is normed. Test publishers define a multidimensional trait by including items which measure it. The trait as a construct is a distinct…

Presented at the Annual National Council on Measurement in Education (NCME) in New York in March 2008. This presentation explores how different item weighting can affect the effective weights, validity coefficents and test reliability of composite scores among test takers.

Many significant changes in perspective have to take place before efforts to learn the content and capabilities of children's minds can hold much sway in educational testing. The language of testing, especially of high stakes testing, remains firmly in the realm of "behaviors", "performance" and "competency" defined…

If teachers are teaching a set of standard content and assessments are made consistently, the relationship between these various assessments and the curriculum should be of interest. The purpose of this study was to explore the consistency of the mathematical measures of three prominent forms of mathematics assessment: standardized tests,…