The purpose of this study was to examine eighth-grade students' science performance in terms of two test design components, item format, and cognitive domain. The portion of Taiwanese data came from the 2011 administration of the Trends in International Mathematics and Science Study (TIMSS), one of the major international large-scale assessments…

It has long been argued that U.S. states' differential performance on nationwide assessments may reflect differences in students' opportunity to learn the tested content that is primarily due to variation in curricular content standards, rather than in instructional quality or educational investment. To quantify the effect of differences in…

Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…