NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED469771
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 114
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Delaware Student Testing Program: Technical Report, 2001.
Zhang, Liru; Lau, Allen; Slinde, Jeffery
The Delaware Student Testing Program (DSTP) is a mandated statewide assessment program that targets four core content areas. English language arts, including reading and writing, and mathematics are given to students in grades 3, 5, 8, and 10; science and social studies are given to students in grades 4, 6, 8, and 11. The DSTP reading and mathematics tests consist of two portions: items developed by Delaware educators that specifically measure the Content Standards and selected items from the Stanford Achievement Series, ninth edition. The DSTP science and social studies tests consist of Delaware-developed items only. This document reports technical characteristics of the 2001 DSTP in reading, writing, mathematics, science, and social studies. Validity evidence and reliability data of test scores are presented for each test to support the technical quality of the statewide assessment program. Empirical evidence is also available to provide additional technical information about the DSTP. The report contains these sections: (1) Introduction; (2) Design and Validity of the DSTP; (3) Reporting DSTP Results; (4) Design and Application of Scaling and Equating; (5) Technical Characteristics of the DSTP; and (6) References. Eleven appendixes contain test specifications and additional details about test characteristics. (Contains 11 tables and 16 references.) (SLD)
For full text: http://www.doe.state.us.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Delaware State Dept. of Education, Dover. Assessment and Accountability Branch.
Identifiers - Assessments and Surveys: Delaware Student Testing Program
Grant or Contract Numbers: N/A
Author Affiliations: N/A