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Using item mapping to evaluate align...

Kaira, Leah T.

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Using item mapping to evaluate alignment between curriculum and assessment.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using item mapping to evaluate alignment between curriculum and assessment./
Author:	Kaira, Leah T.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4369.
Contained By:	Dissertation Abstracts International71-12A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427541
ISBN:	9781124320007

Using item mapping to evaluate alignment between curriculum and assessment.
Kaira, Leah T.

Using item mapping to evaluate alignment between curriculum and assessment. - 130 p.

Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4369.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2010.

There is growing interest in alignment between state's standards and test content partly due to accountability requirements of the No Child Left Behind (NCLB) Act of 2001. Among other problems, current alignment methods almost entirely rely on subjective judgment to assess curriculum-assessment alignment. In addition none of the current alignment models accounts for student actual performance on the assessment and there are no consistent criteria for assessing alignment across the various models. Due to these problems, alignment results employing different models cannot be compared. This study applied item mapping to student response data for the Massachusetts Adult Proficiency Test (MAPT) for Math and Reading to assess alignment. Item response theory (IRT) was used to locate items on a proficiency scale and then two criterion response probability (RP) values were applied to the items to map each item to a proficiency category. Item mapping results were compared to item writers' classification of the items. Chi-square tests, correlations, and logistic regression were used to assess the degree of agreement between the two sets of data. Seven teachers were convened for a one day meeting to review items that do not map to intended grade level to explain the misalignment. Results show that in general, there was higher agreement between SMEs classification and item mapping results at RP50 than RP67. Higher agreement was also observed for items assessing lower level cognitive abilities. Item difficulty, cognitive demand, clarity of the item, level of vocabulary of item compared to reading level of examinees and mathematical concept being assessed were some of the suggested reasons for misalignment.

ISBN: 9781124320007Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

Using item mapping to evaluate alignment between curriculum and assessment.
LDR:02823nam 2200325 4500 001 1403995
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035 $a (UMI)AAI3427541
035 $a AAI3427541
040 $a UMI $c UMI
100 1 $a Kaira, Leah T. $3 1683290
245 1 0 $a Using item mapping to evaluate alignment between curriculum and assessment.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-12, Section: A, page: 4369.
500 $a Adviser: Stephen G. Sireci.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2010.
520 $a There is growing interest in alignment between state's standards and test content partly due to accountability requirements of the No Child Left Behind (NCLB) Act of 2001. Among other problems, current alignment methods almost entirely rely on subjective judgment to assess curriculum-assessment alignment. In addition none of the current alignment models accounts for student actual performance on the assessment and there are no consistent criteria for assessing alignment across the various models. Due to these problems, alignment results employing different models cannot be compared. This study applied item mapping to student response data for the Massachusetts Adult Proficiency Test (MAPT) for Math and Reading to assess alignment. Item response theory (IRT) was used to locate items on a proficiency scale and then two criterion response probability (RP) values were applied to the items to map each item to a proficiency category. Item mapping results were compared to item writers' classification of the items. Chi-square tests, correlations, and logistic regression were used to assess the degree of agreement between the two sets of data. Seven teachers were convened for a one day meeting to review items that do not map to intended grade level to explain the misalignment. Results show that in general, there was higher agreement between SMEs classification and item mapping results at RP50 than RP67. Higher agreement was also observed for items assessing lower level cognitive abilities. Item difficulty, cognitive demand, clarity of the item, level of vocabulary of item compared to reading level of examinees and mathematical concept being assessed were some of the suggested reasons for misalignment.
590 $a School code: 0118.
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Education, Evaluation. $3 1669638
690 $a 0288
690 $a 0443
710 2 $a University of Massachusetts Amherst. $b Education. $3 1022801
773 0 $t Dissertation Abstracts International $g 71-12A.
790 1 0 $a Sireci, Stephen G., $e advisor
790 1 0 $a Hambleton, Ronald $e committee member
790 1 0 $a Wells, Craig S. $e committee member
790 1 0 $a Sayer, Aline $e committee member
790 1 0 $a Zenisky, April $e committee member
790 $a 0118
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3427541