Validating inferences from a standards-based fifth grade mathematics assessment

Persistent Link:
http://hdl.handle.net/10150/278762
Title:
Validating inferences from a standards-based fifth grade mathematics assessment
Author:
Stoker, Ginger Lynn
Issue Date:
2001
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the construct validity of the performance levels and their associated descriptors for a state standards-based fifth grade mathematics assessment. Using item responses from 65,291 students, who took the test during the Spring 2000 semester, the study seeks to evaluate the degree to which the descriptions of the performance levels constructed for a state standards-based assessment accurately represent what students at each level know. This was done through four separate, but related, analyses: (1) mapping items to performance level descriptions, (2) assessing the fit of the items to an IRT model, (3) assessing correspondence between items and performance level descriptors, and (4) assessing fit of student responses to the expected response pattern. Results of the analyses show that the performance level descriptions do not provide completely valid portrayals of what students know and are able to do.
Type:
text; Thesis-Reproduction (electronic)
Keywords:
Education, Mathematics.; Education, Tests and Measurements.; Education, Educational Psychology.
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
D'Agostino, Jerome V.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleValidating inferences from a standards-based fifth grade mathematics assessmenten_US
dc.creatorStoker, Ginger Lynnen_US
dc.contributor.authorStoker, Ginger Lynnen_US
dc.date.issued2001en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the construct validity of the performance levels and their associated descriptors for a state standards-based fifth grade mathematics assessment. Using item responses from 65,291 students, who took the test during the Spring 2000 semester, the study seeks to evaluate the degree to which the descriptions of the performance levels constructed for a state standards-based assessment accurately represent what students at each level know. This was done through four separate, but related, analyses: (1) mapping items to performance level descriptions, (2) assessing the fit of the items to an IRT model, (3) assessing correspondence between items and performance level descriptors, and (4) assessing fit of student responses to the expected response pattern. Results of the analyses show that the performance level descriptions do not provide completely valid portrayals of what students know and are able to do.en_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.subjectEducation, Mathematics.en_US
dc.subjectEducation, Tests and Measurements.en_US
dc.subjectEducation, Educational Psychology.en_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorD'Agostino, Jerome V.en_US
dc.identifier.proquest1405042en_US
dc.identifier.bibrecord.b41889988en_US
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