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Schmitt, Alicia P.; Crone, Carolyn R. – 1991
Alternative mathematical items administered as prototypes at the spring 1989 Field Trials of the Scholastic Aptitude Test (SAT) are evaluated for differential item functioning (DIF) and differential speededness. Results for Algebra Placement (AP) and Student Produced Response (SPR) items are presented and contrasted with results obtained on two…
Descriptors: Algebra, Alternative Assessment, Asian Americans, Black Students
Zhang, Zhicheng – 1996
A 67-item Assessment Practices Inventory (API) was administered to 311 inservice teachers. The application of principal components analysis to the data yielded a 6-factor solution that explained 64% of the variance. The Rasch rating scale model was applied to the API to estimate item calibrations. The factor analyzed assessment categories were…
Descriptors: Alternative Assessment, Decision Making, Difficulty Level, Educational Assessment
Mac Aogain, Eoghan – 1990
Issues in the debate in Ireland over Irish language instruction in the schools are reviewed in light of the establishment of the European Economic Community. In the first chapter, three points of view are compared: results of research on Irish, attitudes of the general public, and those of language interest groups. The second chapter provides a…
Descriptors: Communicative Competence (Languages), Cultural Pluralism, Difficulty Level, Educational Policy
Faine, Miriam, Ed.; And Others – 1994
The set of instructional materials included here consists of reading, writing, and language development worksheets to be used in adult English-as-a-Second-Language (ESL) literacy education. Materials are grouped according to four themes; this volume contains units on theme 3 (diary writing) and theme 4 (study skills). Each unit contains an…
Descriptors: Adult Basic Education, Classroom Techniques, Decoding (Reading), Difficulty Level
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Alberta Dept. of Education, Edmonton. Language Services Branch. – 1991
The program of studies for French as a Second Language is a legal document that specifies what Alberta (Canada) students are expected to learn in French as a second language from early childhood education through grade 12. In this volume, these expectations for learner knowledge, skills, and attitudes are expressed at the beginning level of…
Descriptors: Affective Objectives, Behavioral Objectives, Communicative Competence (Languages), Cultural Education
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Hyers, Albert D.; Anderson, Paul S. – 1991
Using matched pairs of geography questions, a new testing method for machine-scored fill-in-the-blank, multiple-digit testing (MDT) questions was compared to the traditional multiple-choice (MC) style. Data were from 118 matched or parallel test items for 4 tests from 764 college students of geography. The new method produced superior results when…
Descriptors: College Students, Comparative Testing, Computer Assisted Testing, Difficulty Level
Koeller, Olaf – 1994
Scholastic achievement tests and mental ability tests normally consist of a set of multiple choice items, all of which are assumed to measure school-relevant cognitive abilities. The presumption, in a given test situation, is that the answers/solutions to the given tasks represent cognitive capabilities on the part of the examinees. The purpose of…
Descriptors: Achievement Tests, Cognitive Ability, Difficulty Level, Grade 7
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Moschovaki, Eleni; Meadows, Sara – Early Childhood Research & Practice, 2005
This study examined young children's cognitive engagement during classroom book reading with different types of books in Greek kindergarten schools. Twenty teachers read four books--two fiction (familiar/unfamiliar story format) and two information books (expository/narrative text). As expected, children's and teachers' cognitive engagement was…
Descriptors: Foreign Countries, Young Children, Kindergarten, Books
Garrido, Mariquita; Payne, David A. – 1987
Minimum competency cut-off scores on a statistics exam were estimated under four conditions: the Angoff judging method with item data (n=20), and without data available (n=19); and the Modified Angoff method with (n=19), and without (n=19) item data available to judges. The Angoff method required free response percentage estimates (0-100) percent,…
Descriptors: Academic Standards, Comparative Analysis, Criterion Referenced Tests, Cutting Scores
Miller, George A. – 1986
In assessing the quality of science teaching for an effort such as the National Assessment of Educational Progress (NAEP), it is important to understand what is meant by scientific thinking--the search for explanations. Instruction should involve higher-order cognitive skill development, but it is difficult to measure reasoning and understanding…
Descriptors: Cognitive Processes, Difficulty Level, Educational Assessment, Educational Testing
Wainer, Howard; Kiely, Gerard L. – 1986
Recent experience with the Computerized Adaptive Test (CAT) has raised a number of concerns about its practical applications. The concerns are principally involved with the concept of having the computer construct the test from a precalibrated item pool, and substituting statistical characteristics for the test developer's skills. Problems with…
Descriptors: Adaptive Testing, Algorithms, Computer Assisted Testing, Construct Validity
Ward, William C.; And Others – 1986
The keylist format (rather than the conventional multiple-choice format) for item presentation provides a machine-scorable surrogate for a truly free-response test. In this format, the examinee is required to think of an answer, look it up in a long ordered list, and enter its number on an answer sheet. The introduction of keylist items into…
Descriptors: Analogy, Aptitude Tests, Construct Validity, Correlation
Stanley, William B.; And Others – 1985
This study investigated a number of questions regarding the nature of social concept development in young children. Subjects were 64 kindergarten children and 65 first grade public school students from lower to upper middle class socioeconomic levels, of whom 66 were male, 63 were female, 78 were Caucasian, and 51 were black. Two assessment…
Descriptors: Age Differences, Blacks, Concept Formation, Difficulty Level
Oaster, T. R. F.; And Others – 1986
This study hypothesized that items in the one-question-per-passage format would be less easily answered when administered without their associated contexts than conventional reading comprehension items. A total of 256 seventh and eighth grade students were administered both Forms 3A and 3B of the Sequential Tests of Educational Progress (STEP 11).…
Descriptors: Context Effect, Difficulty Level, Grade 7, Grade 8
Legg, Sue M.; Algina, James – 1986
This paper focuses on the questions which arise as test practitioners monitor score scales derived from latent trait theory. Large scale assessment programs are dynamic and constantly challenge the assumptions and limits of latent trait models. Even though testing programs evolve, test scores must remain reliable indicators of progress.…
Descriptors: Difficulty Level, Educational Assessment, Elementary Secondary Education, Equated Scores
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