The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314

Autor/inn/en	Irvin, P. Shawn; Saven, Jessica L.; Alonzo, Julie; Park, Bitnara Jasmine; Anderson, Daniel; Tindal, Gerald
Institution	University of Oregon, Behavioral Research and Teaching (BRT)
Titel	The Development and Scaling of the easyCBM CCSS Elementary Mathematics Measures: Grade K. Technical Report #1314
Quelle	(2012), (391 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Elementary School Mathematics; Curriculum Based Assessment; Mathematics Tests; Academic Standards; State Standards; Test Construction; Scaling; Response to Intervention; Test Items; Item Banks; Item Response Theory; Difficulty Level; Benchmarking; Progress Monitoring; Formative Evaluation; Alignment (Education); Kindergarten + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Testaufbau; Scale construction; Skalenkonstruktion; Test content; Testaufgabe; Item-Response-Theorie; Schwierigkeitsgrad
Abstract	The results of formative assessments are regularly used to inform important instructional decisions (e.g., targeted intervention) within a response to intervention (RTI) system of teaching and learning. The validity of such instructional decision-making depends, in part, on the alignment between formative measures and the academic content standards on which classroom instruction is based, as well as the technical adequacy of the measures used in RTI applications. In the following technical report, we describe the development and scaling of the easyCBM Common Core State Standards elementary school mathematics measures for use within an RTI framework. Within a given grade, math items from two distinct item pools were calibrated to a common horizontal scale using a 1-parameter Rasch analysis. The results of the scaling were then used to construct 13 alternate forms designed to be of comparable difficulty -- 3 forms designated for seasonal benchmark screening and 10 designated for progress monitoring. Prior and subsequent grade-level math items were added to the benchmark test forms as a basis for constructing a common vertical scale in the future. Evidence of technical adequacy is reported in appendices by both test form and by the full bank of CCSS items piloted and scaled. The following are appended: (1) Training Materials; (2) Item Statistics by Test Form; (3) Distractor Statistics by Test Form; (4) Item Statistics for Full CCSS Item Bank; and (5) Distractor Statistics for Full CCSS Item Bank. (As Provided).
Anmerkungen	Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site: http://www.brtprojects.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10