Multidimensional item response theory (MIRT) models have generated increasing interest in the psychometrics literature. Efficient approaches for estimating MIRT models with dichotomous responses have been developed, but constructing an equally efficient and robust algorithm for polytomous models has received limited attention. To address this gap,…

When using IRT models in Educational Achievement Testing, the model is as a rule too simple to catch all the relevant dimensions in the test. It is argued that a simple model may nevertheless be useful but that it can be complemented with additional analyses. Such an analysis, called profile analysis, is proposed and applied to the reading data of…

In this study, we examined how the relationships between one observation protocol, the Protocol for Language Arts Teaching Observation (PLATO), and value-added measures shift when different tests are used to assess student achievement. Using data from the Measures of Effective Teaching Project, we found that PLATO was more strongly related to the…

This action research project focuses on increasing student comprehension and achievement. The study examined the effectiveness of completing detailed item analysis of assessments for the purpose of placing students into different Language Arts classes and learning groups within those classes. Research advocates placing students of similar ability…

Differential item functioning (DIF), or item bias, occurs when individuals in a focal group respond differently to a test item than do individuals in a reference group even when comparisons are restricted to individuals with similar overall skill levels on the trait in question. It is common in constructing a questionnaire or survey to recommend…

A detailed description of five latent structure models of achievement measurement is presented. The first project paper, by David L. McArthur, analyzes the history of mental testing to show how conventional item analysis procedures were developed, and how dissatisfaction with them has led to fragmentation. The range of distinct conceptual and…

To contribute to a more differentiated description of the cognitive status of young disadvantaged children, a comparative study was made of achievement test performance of disadvantaged and middle class groups of children. On the basis of published reading test scores, test data were gathered from nine public schools, four of which were selected…

Much of the intrinsic wealth of planning and instructional information available from achievement testing programs goes untapped in typical reporting procedures. Large-scale programs reporting only pupil scores and the results of aggregating those scores stop far short of the purposes intended and fail to realize the potential of such information.…

Test development efforts for constructing 12 items to measure achievement of each of 30 selected language arts concepts are described. Item and total score statistics for data collected on 186 boys and 259 girls who had just begun the sixth grade are presented and discussed. (Author)

Latent trait model calibration procedures were used on data obtained from a group testing program. The one-parameter model of Wright and Panchapakesan and the three-parameter logistic model of Wingersky, Wood, and Lord were selected for comparison. These models and their corresponding estimation procedures were compared, using actual and simulated…

The development and refinement of the measures of student achievement in reading and mathematics for the Beginning Teacher Evaluation Study are described. The concept of reactivity to instruction is introduced: the tests used to evaluate instructional processes must be sensitive indicators of classroom learning overtime. Data collection activities…

To determine if tryout samples typically used for item selection contribute to test bias against minority groups, item analyses were made of the California Achievement Tests using seven sub-groups of the standardization sample: Northern White Suburban, Northern Black Urban, Southern White Suburban, Southern Black Rural, Southern White Rural,…

Achievement tests that are maximally sensitive to effective instruction in reading and mathematics for grades 2 and 5 were developed and refined. Important considerations regarding the tests' validity were: its coverage of instructional content (opportunity to learn), and its reactivity to instruction. Student ability must be minimally related to…

Major analyses of the achievement tests used in the Beginning Teacher Evaluation Study were conducted to determine test reactivity to instruction. Reading and mathematics tests were administered to second and fifth grade children. Classroom teachers' records were examined to determine the amount of opportunity students had to learn the content…

To determine if tryout samples typically used for item selection contribute to test bias against minority groups, item analyses were made of the California Achievement Tests using seven subgroups of the standardization sample: Northern White Suburban, Northern Black Urban, Southern White Suburban, Southern Black Rural, Southern White Rural,…