Examining the Instructional Sensitivity of Constructed-Response Achievement Test Item Scores.

IF 2.1 3区 心理学 Q2 MATHEMATICS, INTERDISCIPLINARY APPLICATIONS Educational and Psychological Measurement Pub Date : 2025-01-30 DOI:10.1177/00131644241313212
Anne Traynor, Cheng-Hsien Li, Shuqi Zhou
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引用次数: 0

Abstract

Inferences about student learning from large-scale achievement test scores are fundamental in education. For achievement test scores to provide useful information about student learning progress, differences in the content of instruction (i.e., the implemented curriculum) should affect test-takers' item responses. Existing research has begun to identify patterns in the content of instructionally sensitive multiple-choice achievement test items. To inform future test design decisions, this study identified instructionally (in)sensitive constructed-response achievement items, then characterized features of those items and their corresponding scoring rubrics. First, we used simulation to evaluate an item step difficulty difference index for constructed-response test items, derived from the generalized partial credit model. The statistical performance of the index was adequate, so we then applied it to data from 32 constructed-response eighth-grade science test items. We found that the instructional sensitivity (IS) index values varied appreciably across the category boundaries within an item as well as across items. Content analysis by master science teachers allowed us to identify general features of item score categories that show high, or negligible, IS.

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来源期刊
Educational and Psychological Measurement
Educational and Psychological Measurement 医学-数学跨学科应用
CiteScore
5.50
自引率
7.40%
发文量
49
审稿时长
6-12 weeks
期刊介绍: Educational and Psychological Measurement (EPM) publishes referred scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues. Theoretical articles address new developments and techniques, and applied articles deal with innovation applications.
期刊最新文献
Shortening Psychological Scales: Semantic Similarity Matters. Overestimation of Internal Consistency by Coefficient Omega in Data Giving Rise to a Centroid-Like Factor Solution. Obtaining a Bayesian Estimate of Coefficient Alpha Using a Posterior Normal Distribution. Examining the Instructional Sensitivity of Constructed-Response Achievement Test Item Scores. The Impact of Attentiveness Interventions on Survey Data.
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