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Peer reviewedBurton, Nancy W. – Journal of Educational Measurement, 1980
Analysis of variance methods were used to investigate the reliability of scores on open ended items in the National Assessment of Educational Progress. The study was designed to determine their stability over seven different scorers and time of scoring during a three-month interval. (Author/CTM) Aspect of National Assessment (NAEP) dealt with in…
Descriptors: Career Development, Educational Assessment, Elementary Secondary Education, Item Analysis
Download full textMislevy, Robert J.; And Others – 1982
An approach was developed based on item-response models defined at the level of salient subject groups rather than at the level of individuals, designed for use with multiple-matrix sampling designs. In each of three National Assessment of Educational Progress (NAEP) mathematics subtopics, Reiser's group-effects latent trait model was fitted to…
Descriptors: Educational Assessment, Item Analysis, Item Sampling, Latent Trait Theory
Anderson, Ronald E.; And Others – 1981
The mathematics portion of the 1975-76 and the 1977-78 National Assessment of Educational Progress (NAEP) testing program represented a departure from the earlier mathematics assessment: in addition to surveying the cognitive domain, items were included which related to the affective component of learning mathematics. Although these questions were…
Descriptors: Affective Measures, Attitude Measures, Educational Assessment, Factor Structure
