Does Test Item Performance Increase with Test-to-Standards Alignment?

Autor/in	Traynor, Anne
Titel	Does Test Item Performance Increase with Test-to-Standards Alignment?
Quelle	In: Educational Assessment, 22 (2017) 3, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Traynor, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2017.1344092
Schlagwörter	Test Items; Test Construction; Alignment (Education); Curriculum; Content Analysis; Achievement Tests; Scores; Difficulty Level; Test Interpretation; Test Use; National Competency Tests; Elementary Secondary Education; Foreign Countries; Academic Standards; Predictor Variables; Regression (Statistics); Middle School Students; Secondary School Mathematics; Mathematics Tests; Statistical Analysis; Alabama; Indiana; Kansas; Massachusetts; Michigan; Minnesota; New Jersey; Ohio; Oregon; Vermont; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Testaufbau; Curricula; Lehrplan; Rahmenplan; Inhaltsanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schwierigkeitsgrad; Test analysis; Testauswertung; Testanwendung; Ausland; Prädiktor; Regression; Regressionsanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Statistische Analyse; Master-Studiengang
Abstract	Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment," and test performance is usually inferred from highly distal evidence, rather than directly examined. Utilizing mathematics standards content analysis data and achievement test item data from ten U.S. states, we examine the relationship between topic-specific alignment and test item performance. When a particular item's content type is emphasized by the standards, we find evidence of a positive relationship between the alignment measure and proportion-correct test item difficulty, although this effect is not consistent across samples. Implications of the results for curricular achievement test development and score interpretation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01