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Direct linkLyons, Douglas; Niblock, Andrew W. – Independent School, 2014
Independent schools are, for the most part, exempt from mandatory participation in standardized tests designed for state and federal comparisons, nor are they required to take part in comparative international assessments. The anxiety in the broader culture, however, is driving a growing interest among independent school parents (and prospective…
Descriptors: Global Approach, Comparative Analysis, Comparative Education, Educational Practices
Download full textvan der Linden, Wim J.; Carlson, James E. – 1999
A popular design in large-scale educational assessments is the balanced incomplete block design. The design assumes that the item pool is split into a set of blocks of items that are assigned to assessment booklets. This paper shows how the technique of 0-1 linear programming can be used to calculate a balanced incomplete block design. Several…
Descriptors: Educational Assessment, Item Banks, Linear Programming, Research Design
Lau, C. Allen; Wang, Tianyou – 1999
A study was conducted to extend the sequential probability ratio testing (SPRT) procedure with the polytomous model under some practical constraints in computerized classification testing (CCT), such as methods to control item exposure rate, and to study the effects of other variables, including item information algorithms, test difficulties, item…
Descriptors: Algorithms, Computer Assisted Testing, Difficulty Level, Item Banks
Peer reviewedMislevy, Robert J. – Applied Measurement in Education, 1998
How summarizing National Assessment of Educational Progress (NAEP) results in terms of a market basket of items would affect achievement-level reporting is discussed. A market basket is a specific set of items one may administer, scores on which constitute a reporting scale. Advantages and limitations of the market-basket approach are discussed.…
Descriptors: Academic Achievement, Achievement Tests, Elementary Secondary Education, Item Banks
Bourque, Mary Lyn – 2000
This paper looks at using descriptions of subject matter content to assist in the development and interpretation of student performance on the National Assessment of Educational Progress (NAEP). These descriptions of content, called achievement level descriptions (ALDs), were initially conceptualized as exemplary statements of the knowledge and…
Descriptors: Academic Achievement, Elementary Secondary Education, Item Banks, National Competency Tests
Education Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1975
This volume provides documentation and selected data for the exercises used by the National Assessment of Educational Progress (NAEP) in nationwide surveys to measure changes in science achievement of young Americans at four age levels: 9-year-olds, 13-year-olds, 17-year-olds, and adults ages 26-35. The exercise documentation includes a copy of…
Descriptors: Achievement, Educational Assessment, Educational Research, Elementary Education
Education Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1975
This document presents many of the items used by the National Assessment of Educational Progress (NAEP) to measure the attitudes toward science of young Americans in four age levels: 9-year-olds, 13-year-olds, 17-year-olds, and adults ages 26-35. The appendix presents national percentages and group differences for each of the science attitude…
Descriptors: Attitudes, Educational Assessment, Educational Research, Elementary Education
Hathaway, Walter E. – 1986
An ideal system of the National Assessment of Educational Progress (NAEP), from the local school district perspective, must follow several principles based on the 1985 Standards for Educational and Psychological Testing: (1) Testing must be viewed by teachers and students as worthwhile. (2) Test results must be presented in a timely and useful…
Descriptors: Educational Assessment, Educational Testing, Elementary Secondary Education, Item Banks
Education Commission of the States, Denver, CO. National Assessment of Educational Progress. – 1983
Exercises from the National Assessment of Educational Progress (NAEP) third mathematics assessment are provided in this released exercise set. Exercises were administered to 9-year-olds, 13-year-olds, and 17-year-olds. Some exercises were administered to only one age group, others to two or more age groups. The set is divided into two parts: text…
Descriptors: Elementary School Mathematics, Elementary Secondary Education, Item Banks, Knowledge Level
Hambleton, Ronald K.; And Others – 1982
Item response model applications to National Assessment of Educational Progress (NAEP) data specifically aimed at the uses of item response models in mathematics item banking are discussed. Approaches for addressing goodness of fit were organized into three categories: Checks on model assumptions, expected features, and additional model…
Descriptors: Data Analysis, Educational Assessment, Elementary Secondary Education, Equated Scores
Haertel, Edward H. – 1986
It has been recommended that the National Assessment of Educational Progress (NAEP) specify comprehensive exercise domains to measure academic achievement, and provide a national item pool to measure the objectives in these domains. These domain specifications and item pools would serve to satisfy the increasing demand for valid, accurate, and…
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Assessment, Educational Objectives
1976
On March 11 and 12, 1976, the National Assessment of Educational Progress (NAEP), a project of the Education Commission of the States (ECS), and the Clearinghouse for Applied Performance Testing (CAPT), a project of the Northwest Regional Educational Laboratory (NWREL), cohosted a Minimal Competency Measurement Conference in Denver, Colorado.…
Descriptors: Academic Standards, Agency Role, Basic Skills, Competency Based Education
