Impact of Changing Difficulty on Inferences from the National Assessment of Educational Progress.

Cohen, Jon; Snow, Stephanie

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Peer reviewed

ERIC Number: EJ651445

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0655

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Impact of Changing Difficulty on Inferences from the National Assessment of Educational Progress.

Cohen, Jon; Snow, Stephanie

Journal of Educational Measurement, v39 n2 p91-114 Sum 2002

Studied the impact of changes in item difficulty on National Assessment of Educational Progress (NAEP) estimates over time through a Monte Carlo study that simulated the responses of 1990 NAEP mathematics respondents to 1990 and 1996 NAEP mathematics items. Results support the idea that these changes have not affected the NAEP trend line. Discusses limitations of this study. (SLD)

Descriptors: Change, Difficulty Level, Estimation (Mathematics), Mathematics Tests, Monte Carlo Methods, Responses, Simulation, Statistical Inference, Test Items

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: National Assessment of Educational Progress

Grant or Contract Numbers: N/A

Author Affiliations: N/A