Relationships between Test Specifications, Item Responses, Task Demands, and Item Attributes in a Large-Scale Science Assessment.

Autor/inn/en	Park, Chung; Allen, Nancy L.
Titel	Relationships between Test Specifications, Item Responses, Task Demands, and Item Attributes in a Large-Scale Science Assessment.
Quelle	(1994), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication (Thought Transfer); Comparative Analysis; Construct Validity; Content Validity; Difficulty Level; Elementary Secondary Education; Grade 12; Grade 4; Grade 8; Hypothesis Testing; Knowledge Level; National Surveys; Responses; Science Tests; Test Construction; Test Format; Test Items; Test Validity; Thinking Skills; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Schwierigkeitsgrad; School year 12; 12. Schuljahr; Schuljahr 12; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Hypothesenprüfung; Hypothesentest; Wissensbasis; Testaufbau; Testentwicklung; Test content; Testaufgabe; Testvalidität; Denkfähigkeit
Abstract	This study is part of continuing research into the meaning of future National Assessment of Educational Progress (NAEP) science scales. In this study, the test framework, as examined by NAEP's consensus process, and attributes of the items, identified by science experts, cognitive scientists, and measurement specialists, are examined. Preliminary information about item responses was available from the 1993 field test of NAEP science items, which involved 3,908 4th graders, 3,585 8th graders, and 3,041 12th graders. Five-hundred sixteen 8th graders were administered a particular test booklet that was examined in detail. Information from the other test booklets will eventually be compared with these results. Each test item and the attributes associated with it has been evaluated for attributes in the major categories of (1) specific knowledge; (2) item format and vocabulary; (3) reasoning; (4) hypothesis testing and design of the hypothesis test; (5) explanation; and (6) communication. Further research will explore the relationship of item attributes and test framework to actual student responses. Nine tables and five figures present analysis results. (Contains 2 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC