Creating assessment questions aligned to standards is a time-consuming task for teachers, but large language models such as ChatGPT can help. Bryan Drost & Char Shryock describe a three-step process for using ChatGPT to create assessments: 1) Ask ChatGPT to break standards into measurable targets. 2) Determine how much time to spend on each…

Recent research has demonstrated an intersectional approach to the study of differential item functioning (DIF). This approach expands DIF to account for the interactions between what have traditionally been treated as separate grouping variables. In this paper, we compare traditional and intersectional DIF analyses using data from a state testing…

As assessments move towards computerized testing and making continuous testing available the need for rapid assembly of forms is increasing. The objective of this study was to investigate variability in assembled forms through the lens of first- and second-order equity properties of equating, by examining three factors and their interactions. Two…

Multiple-select multiple-choice items, or multiple-choice items with more than one correct answer, are used to quickly assess content on standardized assessments. Because there are multiple keys to these item types, there are also multiple ways to score student responses to these items. The purpose of this study was to investigate how changing the…

Tests of statistical significance often play a decisive role in establishing the empirical warrant of evidence-based research in education. The results from pattern-based assessment items, as introduced in this paper, are categorical and multimodal and do not immediately support the use of measures of central tendency as typically related to…

In 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. The mathematics section of the document included five content-specific criteria to evaluate alignment of assessments to college- and…

Research Question: This paper examines the overarching question of to what extent different analytic choices may influence the inference about country-specific cross-sectional and trend estimates in international large-scale assessments. We take data from the assessment of PISA mathematics proficiency from the four rounds from 2003 to 2012 as a…

With the shift to next generation digital assessments, increased attention has focused on Technology-Enhanced Assessments and Items (TEIs). This study evaluated the feasibility of a high-fidelity digital assessment item response format, which allows students to solve mathematics questions on a tablet using a digital pen. This digital ink approach…

Process Analysis is an emerging approach to discover meaningful knowledge from temporal educational data. The study presented in this paper shows how we used Process Analysis methods on the National Assessment of Educational Progress (NAEP) test data for modeling and predicting student test-taking behavior. Our process-oriented data exploration…

In this study we evaluated the stability of item parameters and student scores, using the pre-equated (pre-pandemic) parameters from Spring 2019 and post-equated (post-pandemic) parameters from Spring 2021 in two calibration and equating designs related to item parameter treatment: re-estimating all anchor parameters (Design 1) and holding the…

Background: Base-ten thinking (BTT) -- children's ability to reason in tens and ones is a crucial measure of Foundation Phase learners' mathematical performance in South Africa. Aim: The study looks at the six learners using BTT to solve additive tasks through two different assessments. Setting: Six purposely selected Grade 3 learners in…

In 2013, the Council of Chief State School Officers (CCSSO), working collaboratively with state education agencies, released a set of criteria for states to use to evaluate and procure high-quality assessments. The mathematics section of the document included five content-specific criteria to evaluate alignment of assessments to college- and…

The relationship of expected and actual difficulty of items on six mathematics question papers designed for 16-year olds in England was investigated through paired comparison using experts and testing with students. A variant of the Rasch model was applied to the comparison data to establish a scale of expected difficulty. In testing, the papers…

Multiple-choice items are used in large-scale assessments of mathematical achievement for secondary students in many countries. Research findings can be implemented to improve the quality of the items and hence increase the amount of information gathered about student learning from each item. One way to achieve this is to create items for which…

The relationship between the characteristics of 33 mathematical problem-solving questions answered by 16-year-old students in England and the quality of problem-solving elicited was investigated in two studies. The first study used comparative judgement (CJ) to estimate the quality of the problem-solving elicited by each question, involving 33…