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    Impact of Instructional Sensitivity on High-Stakes Achievement Test Items: A Comparison of Methods

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    Chen_ku_0099D_12337_DATA_1.pdf (2.454Mb)
    Issue Date
    2012-08-31
    Author
    Chen, Jie
    Publisher
    University of Kansas
    Format
    141 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Psychology & Research in Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Living in an era of test-based accountability systems, how do we hold accountability tests accountable? Many accountability decisions made today are based on the assumption that test scores successfully reflect the effect of instruction. However, only instructionally sensitive assessments, not the instructionally insensitive ones, reflect the impact of instruction. The purpose of this study is to explore the relationship between students' instructional experiences and their test scores on standardized achievement test items. The Mantel-Haenszel statistics, logistic regression and judgmental item-detection approaches were used to identify instructionally sensitive items in the Kansas Mathematics Interim Assessment for seventh graders. The two empirical methods performed very similarly. Many instructionally sensitive items were identified by the empirical methods. No strong agreement between the empirical and judgmental approaches was found. The implications of this study to educators and policymakers, the limitations of this study, and the directions for further studies are discussed.
    URI
    http://hdl.handle.net/1808/10132
    Collections
    • Dissertations [3958]
    • Education Dissertations and Theses [695]

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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