Evaluating Score Equity Assessment for State NAEP

Autor/inn/en	Wells, Craig S.; Baldwin, Su; Hambleton, Ronald K.; Sireci, Stephen G.; Karatonis, Ana; Jirka, Stephen
Titel	Evaluating Score Equity Assessment for State NAEP
Quelle	In: Applied Measurement in Education, 22 (2009) 4, S.394-408 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	National Competency Tests; Test Bias; Equated Scores; Grade 8; Mathematics Tests; Reading Tests; Comparative Analysis; Test Items; Statistics; Classification; California; Florida; Massachusetts; New York; North Carolina; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Testkritik; School year 08; 8. Schuljahr; Schuljahr 08; Lesetest; Test content; Testaufgabe; Statistik; Classification system; Klassifikation; Klassifikationssystem; Kalifornien; Master-Studiengang
Abstract	Score equity assessment is an important analysis to ensure inferences drawn from test scores are comparable across subgroups of examinees. The purpose of the present evaluation was to assess the extent to which the Grade 8 NAEP Math and Reading assessments for 2005 were equivalent across selected states. More specifically, the present study examined the consistency of the achievement level results (i.e., Basic, Proficient, and Advanced) across five selected states for each assessment when they were treated separately versus as part of the national sample. The proportions of examinees within each achievement level were obtained using the item statistics for the respective state and the national sample. The achievement level proportions were highly comparable for each state comparison for the Math and Reading assessment (almost indistinguishable), which suggests any lack of score equity with respect to the five studied states was inconsequential. These findings lend credibility for the current practice of using national item statistics in the calculation of state results. (Contains 2 footnotes, 4 tables, and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10