Aligning Items and Achievement Levels: A Study Comparing Expert Judgments

Autor/inn/en	Kaliski, Pamela; Huff, Kristen; Barry, Carol
Institution	College Board
Titel	Aligning Items and Achievement Levels: A Study Comparing Expert Judgments
Quelle	(2011), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Nachschlagewerk; Alignment (Education); Academic Achievement; Expertise; Evaluative Thinking; Achievement Tests; Multiple Choice Tests; Test Construction; Instructional Design; Pilot Projects; Test Items; Item Analysis; Comparative Analysis; Difficulty Level; Summative Evaluation; Educational Assessment; High School Students; Student Evaluation; Social Sciences; History; Evaluation Methods; Data Collection; Advanced Placement; Taxonomy + Suchen Sie Ihr Suchwort? Schulleistung; Expert appraisal; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Testaufbau; Lesson concept; Lessonplan; Unterrichtsentwurf; Pilot project; Modellversuch; Pilotprojekt; Test content; Testaufgabe; Itemanalyse; Schwierigkeitsgrad; Education; assessment; Bewertungssystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Geschichte; Geschichtsdarstellung; Data capture; Datensammlung; Taxonomie
Abstract	For educational achievement tests that employ multiple-choice (MC) items and aim to reliably classify students into performance categories, it is critical to design MC items that are capable of discriminating student performance according to the stated achievement levels. This is accomplished, in part, by clearly understanding how item design features align with each of the achievement level descriptions. Difficulty drivers are defined as specific item features that are related to the difficulty of an item. The purpose of this research study was to pilot a methodology for working with subject matter experts to identify what item features drive item difficulty, and to determine specific features that drive item difficulty on a summative large scale assessment used in high school social science and history classrooms. Results of the study indicated that although this methodology was useful for gathering such information, modifications could be made in the future to better elicit the desired information about difficulty drivers. [Slides presented at the Annual Meeting of the American Educational Research Association (AERA) and National Council on Measurement in Education (NCME) in New Orleans, LA in April 2011.] (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01