Sentences with phrase «item on an achievement test»

Not exact matches

Survey items focusing on test preparation activities were much more weakly related to student achievement gains than items focusing on instructional quality.

Over the years, developers of standardized achievement tests have learned that if they can link students» success on a question to students» socioeconomic status (SES), then about half of the test takers usually answer that item correctly.

Yuan, Kun and Vi - Nhuan Le, Estimating the Percentage of Students Who Were Tested on Cognitively Demanding Items Through the State Achievement Tests.

This suggests an alternative criterion by which to judge changes in student performance - namely, that achievement gains on test items that measure particular skills or understandings may be meaningful even if the student's overall test score does not fully generalize to other exams.

Quantitative data included items from the second teacher survey and student performance data on state - level achievement tests.

Important here is the need to remember that assessments capable of both predicting performance on state tests and tracking progress toward achievement of state standards must include items across the entire range of skills necessary for demonstrating proficiency in the standards.

We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple - choice and constructed - response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the NAEP or NWEA MAP assessments, which have the same item format across states.

The technical explanation, in part, is that test designers try to build questions that avoid Differential Item Functioning (DIF)- items in which students from different groups (commonly gender or ethnicity) with the same underlying achievement levels have a different probability of giving a certain response on that particular iItem Functioning (DIF)- items in which students from different groups (commonly gender or ethnicity) with the same underlying achievement levels have a different probability of giving a certain response on that particular itemitem.

I refer to adaptive testing, testing that begins with a small set of locator items and based on the student» s performance on those items assesses the student increasingly on content at their level of achievement.