Illinois Inventory of Educational Progress: 1979 Mathematics Results, 11th Grade.

Autor/inn/en	Brennan, Mervin M.; und weitere
Institution	Illinois State Board of Education, Springfield.
Titel	Illinois Inventory of Educational Progress: 1979 Mathematics Results, 11th Grade.
Quelle	(1980), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Cognitive Objectives; Educational Assessment; Educational Objectives; Educational Research; Grade 11; High Schools; Mathematical Concepts; Mathematics Achievement; Mathematics Curriculum; Mathematics Education; Mathematics Instruction; Problem Solving; Secondary School Mathematics; Illinois + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitives Lernziel; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Bildungsforschung; Pädagogische Forschung; School year 11; 11. Schuljahr; Schuljahr 11; High school; Oberschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Problemlösen
Abstract	Presented is an overview of the 1979 Illinois Inventory of Educational Progress (IIEP) for eleventh-grade mathematics. The IIEP is a systematic effort by the Illinois State Board of Education to collect information on the educational achievement of Illinois students in certain areas and to make that information available to educational decision-makers. The IIEP employs an objective-referenced approach, with desired student performance expressed in terms of objectives. Students to be tested are selected in a two-stage random sampling method. Since the IIEP is geared toward determining how groups of Illinois students perform on given tasks, no individual student, teacher, school, or district is identified. As part of the study, teachers of participating students were asked to estimate the percentage of students who would obtain correct answers to individual test items. Of the six measured objectives, it was found that teacher estimates were higher than student scores for only two areas. (MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC