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Assessment Task Group

Assessment Task Group. Miami Meeting Progress Report June 6, 2007. Assessment Task Group. TASK GROUP MEMBERS Camilla Benbow, Susan Embretson, Francis (Skip) Fennell Bert Fristedt, Tom Loveless, and Sandra Stotsky Ida Kelley, Staff. Assessment Task Group. Research Questions

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Assessment Task Group

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  1. Assessment Task Group Miami Meeting Progress Report June 6, 2007

  2. Assessment Task Group TASK GROUP MEMBERS Camilla Benbow, Susan Embretson, Francis (Skip) Fennell Bert Fristedt, Tom Loveless, and Sandra Stotsky Ida Kelley, Staff

  3. Assessment Task Group Research Questions 1 - What mathematical knowledge and skills are assessed on NAEP, TIMSS, and State tests? 2 - How do these competencies align with the essential knowledge and skills required for eventual success in algebra as determined by NMP?

  4. Assessment Task Group Procedures 1 - Assess the content validity and item types across the five NAEP strands at 4th and 8th grades. 2 -Describe the content strands of each of the six State tests that were analyzed by the NAEP Validity Study but for all of the grades 3-8. Assess the content validity, item types, and complexity across the various strands for grades 3-8.

  5. Assessment Task Group • Procedures • 3 - Compare the content validity, item types, and item difficulties of the NAEP and State tests with: • Each other • B) TIMSS • C) Essential mathematics content to be learned as described by NMP

  6. Assessment Task Group Procedures 4 - How well do the algebra (pre-algebra) items, categorized by sub-topic, on the NAEP 4th and 8th grade tests and the six State tests, grades 3-8, conform to the algebra as defined by the NMP? 5 - Do contrasting item types (multiple choice, constructed response, etc.) capture the same skills and concepts equally well? What does the scientific literature reveal? What are the implications for NAEP and State tests?

  7. Assessment Task Group Procedures 6 - What are the policies governing administration procedures (e.g., use of calculators and manipulatives, providing formulas)? To what extent do these variations in procedures enhance or attenuate validity and the value of the assessments? What does the scientific literature reveal?

  8. Assessment Task Group Procedures 7 - Do items that contain excessive language bias the assessment of mathematical competencies? If so, does it differentially impact certain sub-groups? What does the scientific literature reveal?

  9. Assessment Task Group Procedures 8 - How were the NAEP and State proficiency levels established? Are they based on procedures in which experts inspect actual item content or on global definitions? Are empirical procedures, such as the modified Angoff procedure, used to combine expert opinion? What is the background of the experts? What descriptions or instructions are given, if any, about the nature of proficiency at different levels? What is the content of the items at the cut points?

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