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dc.contributor.advisorKingston, Neal M.
dc.contributor.authorChen, Jie
dc.date.accessioned2012-09-28T11:33:19Z
dc.date.available2012-09-28T11:33:19Z
dc.date.issued2012-08-31
dc.date.submitted2012
dc.identifier.otherhttp://dissertations.umi.com/ku:12337
dc.identifier.urihttp://hdl.handle.net/1808/10132
dc.description.abstractLiving 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.
dc.format.extent141 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectEducational tests & measurements
dc.titleImpact of Instructional Sensitivity on High-Stakes Achievement Test Items: A Comparison of Methods
dc.typeDissertation
dc.contributor.cmtememberFrey, Bruce
dc.contributor.cmtememberPeyton, Vicki
dc.contributor.cmtememberSkorupski, William
dc.contributor.cmtememberFriedman-Nimz, Reva
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
kusw.bibid8085775
dc.rights.accessrightsopenAccess


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