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In educational systems, concern has been expressed about the accuracy of classification when marks are aligned to grades or levels. In particular, it has been claimed that a school assessment-based grading would have much greater levels of accuracy than one based on examination scores. This paper investigates classification consistency by analysing five years of examination and assessment data in the subject areas of English and mathematics, and creating simulated parallel-test observed scores at varying reliabilities (based on classical test theory assumptions). While grades created from moderated school assessments did show greater agreement than those from examination scores, the improvement was only modest. [ABSTRACT FROM AUTHOR]

This paper presents a critical analysis of data analysis requirements in physics tertiary entrance examinations. The setting is Western Australia. Common aspects of the questions asked over 14 years and changes in the questions since a major syllabus reform are identified. Similar changes in other jurisdictions are referenced. The data analysis questions reflect minimally the changes in emphasis in the reform syllabus. They imply science is unassailable laws and not science is inquiry. [ABSTRACT FROM AUTHOR]

Students’ abilities and interests vary dramatically in the college mathematics classroom. How do we teach all of these students effectively? In this paper, we present the Point Reward System (PRS), a new method of assessment that addresses this problem. We designed the PRS with three main goals in mind: to increase the retention rates; to keep all students actively engaged in the learning process; and to enhance the students’ learning experience. At the same time, we wanted to keep implementation of the PRS practical while not diminishing its potential to facilitate the learning process. We compared PRS to the traditional assessment method that currently prevails at the universities and colleges. The data showed that use of the PRS significantly lowered WFD rates compared with the traditional assessment method. PRS was also more successful in keeping students engaged in the course throughout the semester and it had more impact on students’ learning. [ABSTRACT FROM PUBLISHER]

Open book assessment is not a new idea, but it does not seem to have gained ground in higher education. In particular, not much literature is available on open book examinations in mathematics and statistics in higher education. The objective of this paper is to investigate the appropriateness of open book assessments in a first-year business statistics course. Data over two semesters of open book assessments provided some interesting results when compared with the closed book assessment regime in the following semester. The relevance of the results is discussed and compared with findings from the literature. The implications of insights gained for further practice in the assessment of mathematics and statistics is also discussed. [ABSTRACT FROM PUBLISHER]

The aim of this study is to compare students’ use of number sense strategies based on their mathematics success levels. Participants were 129 seventh graders from three elite secondary schools in Trabzon. Data were collected through a written examination with 10 problems and semi-structured interviews. Interview data were analyzed by considering students’ mathematics success and the differences and similarities among responses. Interviews were held with six students from two schools with different levels of mathematics success. The findings showed that students rarely used number sense strategies and mostly solved problems by using rules and algorithms. Even successful students seemed to have adopted the rule- and algorithm-based solution approach, making it necessary to investigate teacher criteria of mathematical competence. Another noteworthy finding from the interviews with students was teachers’ embrace of rule- and algorithm-based solutions when solving problems. The study finishes with an evaluation of the inclusion of number sense dimensions in secondary school mathematics textbooks in Turkey and recommendations for improving students’ number sense. [ABSTRACT FROM AUTHOR]

The person-fit literature assumes that aberrant response patterns could be a sign of person mismeasurement, but this assumption has rarely, if ever, been empirically investigated before. We explore the validity of test responses and measures of 10-year-old examinees whose response patterns on a commercial standardized paper-and-pencil mathematics test were flagged as aberrant. Validity evidence was collected through postexamination reflective interviews with 31 of the 80 pupils flagged as aberrant and their teachers, and teacher assessment (TA) judgments for the whole examination cohort of 674 examinees. Analysis suggested that interview-adjusted scores were significantly better fitting than expected by chance, but only some adjustments suggest serious mismeasurement. In addition, disagreement between TA and test scores was significantly greater for aberrant examinees, and partially predicted the interview adjustments. We conclude that person misfit statistics when combined with TA might be a useful antidote to mismeasurement, and we discuss the implications for assessment research and practice. [ABSTRACT FROM AUTHOR]

It has long been established that marking accuracy in public examinations varies considerably among subjects and markers. This is unsurprising, given the diverse cognitive strategies that the marking process can entail, but what makes some questions harder to mark accurately than others? Are there distinct but subtle features of questions and their mark schemes that can affect accuracy? Such features could potentially contribute to a broad rationale for designating questions to markers according to personal expertise. The aim of this study was to identify question features that can distinguish those questions that are marked highly accurately from those that are marked less accurately. The study comprised an exploration of maths and physics questions from past GCSE examinations, which were marked in an experimental setting by groups of markers and yielded differing marking accuracies. The questions also varied in their difficulty for GCSE candidates, and in the cognitive strategies needed to mark them. Kelly's Repertory Grid technique and semi-structured interview schedules were used in meetings with highly experienced principal examiners, who had led the experimental marking of the questions. The data generated comprised ratings for each question on a number of question features (constructs). The ratings were analysed together with the marking accuracy data, enabling an investigation of possible relationships between each question feature and (i) marking accuracy, (ii) question difficulty for the candidate, and (iii) apparent cognitive marking strategy usage. For both subjects, marking accuracy was found to be related to various subject-specific question features, some of which were also related to question difficulty (for the candidate) and/or apparent marking strategy complexity. For both maths and physics, several other subject-specific question features were found to be unrelated to accuracy. Overall, the findings have potential implications for the management of markers and for question design. [ABSTRACT FROM AUTHOR]

This present study seeks to predict mathematical aptitude for higher education by examining the relationship between mathematics results from the Caribbean Examinations Council (CXC) general proficiency examination and the results from the General Certificate of Education (GCE) advanced level examination. This present study arose from a more extensive study that used a random sample of 177 high school students in the age cohort 17-19+ from a 7-year state-run, co-educational institution with a broad-based curriculum and a wide catchment area of student intake in The Republic of Trinidad and Tobago, West Indies. Semi-structured interviews and student academic records from the school comprised the survey instruments used for the study. Student grades were quantified using numerical scales. Findings suggest that the comprehension profile (Profile 2) of the CXC general proficiency level mathematics serves as a good predictor of mathematical aptitude for GCE advanced level mathematics. Implications for predicting mathematical aptitude for higher education and related issues are discussed. [ABSTRACT FROM AUTHOR]

One of the tasks faced by undergraduate mathematics departments is placing incoming students into the appropriate mathematics classes for their abilities. This is often accomplished through giving a placement test at the time of student orientation. Dissatisfaction with the results of the placement test used at our university prompted us to write a new one. In this paper, we describe the writing of the new placement test and provide detailed results of a validity study on the test. Our results led us to conclude that placement testing does not work very well, and to suggest that undergraduate mathematics departments consider using existing data rather than give a separate placement test. In spite of this conclusion, we do decide to continue with our placement test, and we offer reasons for doing so. [ABSTRACT FROM AUTHOR]

This study used semi-structured interviews with staff in 14 secondary schools in England to explore strategies for entering students to GCSE Mathematics, focusing on the use of early and multiple examination entry. The key findings suggest that teachers were keenly aware of performativity pressures and that this prompted the use of a number of strategic entry practices, including the frequent use of early entry to allow students multiple examination attempts. This approach aimed to maximise the number of students achieving a grade C, the threshold for school accountability measures and for accessing further education and employment opportunities. Widespread use of early and multiple entry is likely to cease in England following amendments to accountability measures announced in 2013, yet this study adds a further perspective to the well-established literature detailing the impact of accountability measures in schools, as well as depicting teachers’ views on the effects of early and multiple entry upon pupils’ education. [ABSTRACT FROM AUTHOR]

A list of articles used in the paper "Test Validation and the MKT Measures: Generalizations and Conclusions," by Stephen G. Schilling, Merrie Blunk and Heather C. Hill, published in the August 2007 issue of "Measurement" is presented. Included are "Using multidimensional item response theory to understand what items and tests are measuring," by T. Ackerman and "Prospective elementary and secondary teachers' understanding of division," by D.L. Ball.

When a person with intellectual disabilities has communication and fine motor impairments, multiple choice tests (MCTs) are useful if they are designed to allow some corrections and to measure the reliability of the answers. Here that evaluation method was applied to a home-based mathematical program, developed with a nonverbal adult with Autism Spectrum Disorder (ASD), Down syndrome (DS), and cerebellar damage. His counting abilities up until 21 were assessed with 185 MCTs, over 7 years (age: 22–28): he was able to count with a high accuracy (around 91%) from the beginning, independently from the numerosity, but influenced by his emotions. Even so, in 19 numerosity comparison trials he answered randomly and in 'giving N objects' (1–9) he failed several times. In the mental solution of 48 simple word problems with one operation, the overall accuracy was 59% for addition, 61% for subtraction, 67% for multiplication and 18% for division, without any previous training. These results confirm an unusual variability in the mathematical performances, already observed in both DS and ASD. Here his fine motor impairment hindered the possibility of writing and drawing without any help and only this use of MCTs revealed his knowledge. The student enjoyed doing mathematics. [ABSTRACT FROM AUTHOR]

Person-fit is a statistical index that can be used as a direct measure of assessment accuracy by analysing response patterns and identifying individuals with aberrant or unusual responses with respect to a testing model. For these individuals test scores may be an inaccurate measure of their true ability. To comprehend person-fit and its relationship with other variables in testing, four personality tests for mathematics were applied and their relationships with person-fit were investigated. The four tests assessed were attitude toward maths, level of maths anxiety, level of test anxiety, and level of motivation to learn maths. The person-fit statistic was estimated using the standardised log-likelihood statistics (lZ). Participants were 1075 tenth-grade students from one school district in the south of Jordan. Results showed that motivation toward learning maths has the strongest relationship with person-fit followed by test anxiety. While a student's ability measured by total score has no effect on person-fit, maths anxiety and attitude toward maths definitely have some effect on it. The results of this study also showed the usefulness of person-fit procedure in understanding students' performance in tests. [ABSTRACT FROM AUTHOR]

The author responds to peer commentaries on his version of argument-based validation. He gives some remarks concerning the validity arguments proposed for the measures of mathematical knowledge for teaching (MKT). He suggested that the proposed interpretation and use of test scores be stated as an interpretive argument that lays out the reasoning leading from the test results to the conclusions and decisions based on these results.

Commentaries on the articles published within the issue are presented. The authors' substantial validity investigation of their Mathematics Knowledge for Teachers assessment and careful examination of the underlying theory and characteristics of the validity enterprise itself are acknowledged. These articles are pioneering works that can enable readers to begin to learn what validation efforts should be performed for given assessment cases.

The article outlines the decisions and considerations that have been taken by the authors of the August 2007 issue of the journal "Measurement." Authors determines the kinds of tasks that are needed in examining competence. The GRE advanced mathematics test is described. The content delineation of the GRE advanced mathematics examination is discussed.

Responds to comments made to the author's paper the local uses of international tests in Canada. Version of modern mathematics; Transparency in educational data that describes teaching and learning; Curriculum change.

It is critical to examine whether test accommodations function as intended in removing construct-irrelevant variance. The measurement comparability of a math test for students with emotional impairments and those without disabilities was examined. Results indicated the presence of limited differential item functioning (DIF) regardless of accommodation status. [ABSTRACT FROM AUTHOR]

Creating comic strips can be a viable mechanism when utilizing cognitive behavioral interventions. Generating comic strips, which involves a process of constructing sequenced panels and a story-narrative through drawing, can reveal dysfunctional cognitions that can consequently be addressed. The authors of this article discuss a qualitative case study of a 14-year-old high school boy who came for psychotherapy due to severe anxiety during math tests. Creating comic strips was found to be beneficial in externalizing problematic thinking processes, which were then utilized for cognitive restructuring and behavioral modification. The use of comic strips provided a concrete medium for analyzing maladaptive thoughts and practices, leading the way for the emotional management of anxiety with math. [ABSTRACT FROM AUTHOR]

The purpose of this set of analyses, conducted on a randomized control trial examining the effects of a fourth-grade fraction intervention, was to assess the initial academic deficit severity hypothesis. With this hypothesis, at-risk students with more severe initial academic deficits are expected to profit less from intervention than do students with less severe initial academic deficits. Moderation analyses indicated that students with varying degrees of initial academic deficits benefited comparably from the intervention, such that effect sizes comparing intervention against control students were similar across the range of initial academic deficits. In a similar way, across the range of initial academic deficits, intervention students' posttest (spring) calculation performance was normalized (one standard error of measurement above the 25th percentile of a not-at-risk normative group's spring performance). On the most distal fractions outcome, however, normalized performance was achieved for intervention students with less severe initial academic deficits. Findings are discussed in terms of methods for judging intervention efficacy and for making individual decisions about when students should exit intervention. [ABSTRACT FROM PUBLISHER]

Background: Number sense is a key topic in mathematics education, and the identification of children’s misconceptions about number is, therefore, important. Information about students’ serious misconceptions can be quite significant for teachers, allowing them to change their teaching plans to help children overcome these misconceptions. In science education, interest in children’s alternative conceptions has led to the development of three- and four-tier tests that not only assess children’s understandings and misconceptions, but also examine children’s confidence in their responses. However, there are few such tests related to mathematical content, especially in studies of number sense. Purpose: The purpose of this study was to investigate children’s performance and misconceptions with respect to number sense via a four-tier diagnostic test (Answer Tier → Confidence rating for Answer Tier → Reason Tier → Confidence rating for Reason Tier). Design and method: A total of 195 fifth graders (10–11 years old) from Taiwan participated in this study. The four-tier test was web-based and contained 40 items across five components of number sense. Findings: The results show that (1) students’ mean confidence rating for the answer tier was significantly higher than for the reason tier; (2) an average of 68% of students tended to have equal confidence ratings in both answer and reason tiers; (3) students who chose correct answers or reasons had higher mean confidence ratings in most items (36 out of 40) than those who did not; and (4) 16 misconceptions were identified and most of them were at a strong level. Conclusion: The four-tier test was able to identify several misconceptions in both the answer and reason tier and provide information about the confidence levels. By using such information, teachers may be better positioned to understand the nature of learners’ misconceptions about number sense and therefore support their pupils’ progress in mathematics. [ABSTRACT FROM PUBLISHER]

A goal in many countries is to institute state-wide exams to base student assessment more firmly on norms for all classes. This raises the question as to the extent to which greater standardization of grading practice can be reached by implementing state-wide exit exams. Since there is a lack of longitudinal studies, we analyzed the effect of the implementation of state-wide exit exams in all 19 academic upper secondary schools (N= 19) in the German state of Bremen over 5 years. We used a standardized achievement test in mathematics and students’ exit exam and semester grades. For the advanced courses, the results show a standardization effect at the school level and for semester grades. No standardization effect is found for the exit exams on the individual level. For the basic courses, the results show positive effects for semester and exit exams grades. Theoretical and practical implications as well as the robustness of the findings are discussed. [ABSTRACT FROM PUBLISHER]

This study focuses on an instance in which the mean grade-to-grade scale scores on a vertical scale showed evidence of common test items that do not get easier from one grade to the next. The issue was examined as part of a 2-day workshop in which participants were asked to predict the growth on all linking items used in the construction of vertical scales in math and reading. It was found that these predictions were only weakly correlated to the empirical changes overall. The participants seldom found legitimate rationales for excluding reversal items. Results indicate that a reversal will almost never be sufficient as a rationale for the exclusion of a linking item from the calibration of a vertical scale. Greater attention needs to be given to definition of the construct over which growth is to be interpreted and how this influences the selection of linking items. [ABSTRACT FROM AUTHOR]

Peer assessment typically requires students to judge peers' work against assessment criteria. We tested an alternative approach in which students judged pairs of scripts against one another in the absence of assessment criteria. First year mathematics undergraduates (N = 194) sat a written test on conceptual understanding of multivariable calculus, then assessed their peers' responses using pairwise comparative judgement. Inter-rater reliability was investigated by randomly assigning the students to two groups and correlating the two groups' assessments. Validity was investigated by correlating the peers' assessments with (i) expert assessments, (ii) novice assessments, and (iii) marks from other module tests. We found high validity and inter-rater reliability, suggesting that the students performed well as peer assessors. We interpret the results in the light of survey and interview feedback, and discuss directions for further research into the benefits and drawbacks of peer assessment without assessment criteria. [ABSTRACT FROM PUBLISHER]

The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either repeatedly studied a text on probability calculations or studied the text, took a test on the content, restudied the text, and finally took the test a second time. Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning. [ABSTRACT FROM AUTHOR]

Many universities issue mathematical diagnostic tests to incoming first-year students, covering a range of the basic concepts with which they should be comfortable from secondary school. As far as many lecturers are concerned, the purpose of this test is to determine the students' mathematical knowledge on entry. It should also provide an early indication of which students are likely to need additional help, and hopefully encourage such students to avail of extra support mechanisms at an early stage. However, it is not clear that students recognize these intentions and there is a fear that students who score poorly in the test will have their confidence further damaged in relation to mathematics and will be reluctant to seek help. To this end, a questionnaire was developed to explore students’ perspectives on diagnostic testing. Analysis of responses received to the questionnaire provided an interesting insight into students’ perspectives including the optimum time to conduct such a test, their views on the aims of diagnostic testing, whether they feel that testing is a good idea, and their attitudes to the support systems put in place to help those who scored poorly in the test. [ABSTRACT FROM PUBLISHER]

The detrimental effects of school violence on students' physical and emotional health are well studied, and research has shown that school violence affects students in every nation across the globe. However, few cross-national studies have compared direct, physical forms of school violence to indirect, emotional forms such as teasing. Using multilevel linear analysis, the factors that predict the levels of both direct and indirect school violence in 36 nations as reported by eighth graders in the 2007 Trends in International Math and Science Study (TIMSS) are examined and compared. The national and school level of students' math achievement predict direct violence, along with schools' level of achievement variation and age composition, while the size of the school and eighth grade, percent female students, national level of low SES students, and schools' linguistic heterogeneity are linked to the level of indirect violence in schools across nations. [Supplementary materials are available for this article. Go to the publisher's online edition ofJournal of School Violencefor the following free supplemental resource: Appendix Tables A1–A4. Table A1 displays descriptive statistics by nation, Table A2 displays the correlations among variables, and Tables A3 and A4 display the results of three-level hierarchical generalized linear models for each dependent variable.] [ABSTRACT FROM AUTHOR]

Background: Generalizability theory (G theory) is a statistical method to analyze the results of psychometric tests, such as tests of performance like the Objective Structured Clinical Examination, written or computer-based knowledge tests, rating scales, or self-assessment and personality tests. It is a generalization of classical reliability theory, which examines the relative contribution of the primary variable of interest, the performance of subjects, compared to error variance. In G theory, various sources of error contributing to the inaccuracy of measurement are explored. G theory is a valuable tool in judging the methodological quality of an assessment method and improving its precision. Aim: Starting from basic statistical principles, we gradually develop and explain the method. We introduce tools to perform generalizability analysis, and illustrate the use of generalizability analysis with a series of common, practical examples in educational practice. Conclusion: We realize that statistics and mathematics can be either boring or fearsome to many physicians and educators, yet we believe that some foundations are necessary for a better understanding of generalizability analysis. Consequently, we have tried, wherever possible, to keep the use of equations to a minimum and to use a conversational and slightly 'off-serious' style. [ABSTRACT FROM AUTHOR]

We investigate the mathematical reasoning required to solve the tasks in the Swedish national tests and a random selection of Swedish teacher-made tests. The results show that only a small proportion of the tasks in the teacher-made tests require the students to produce new reasoning and to consider the intrinsic mathematical properties involved in the tasks. In contrast, the national tests include a large proportion of tasks for which memorization of facts and procedures are not sufficient. The conditions and constraints under which the test development takes place indicate some of the reasons for this discrepancy and difference in alignment with the reform documents. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine the efficiency of 4MAT method of instruction in which learning style and cerebral hemispheres are taken into account in teaching the binary operation and its properties in mathematics. The sample of this study comprised 58 ninth grade students in two separate classes in a high school. One of the classes was selected as the experimental group in which 4MAT method of instruction was used; and the other class was selected as the control group in which the traditional teaching was given, and this selection was performed randomly. The data have been obtained primarily from three scales, namely 'mathematical knowledge test', 'mathematical attitude scale' and 'knowledge test on binary operation and its properties'. It has been determined that 4MAT method of instruction was more efficient than the traditional method in teaching of the binary operation subject in mathematics. [ABSTRACT FROM AUTHOR]

The goal of this study was to develop and evaluate a structural model of the relations among cognitive abilities and arithmetic skills and college students' algebra achievement. The model of algebra achievement was compared to a model of performance on the Scholastic Assessment in Mathematics (SAT-M) to determine whether the pattern of relations is similar for different types of higher level maths achievement. Structural equation modelling was used to test the effects of working memory, 3D spatial ability, and computational fluency on both types of higher order maths achievement. Computational fluency had the strongest effect on algebra achievement, with 3D spatial ability and working memory showing moderate effects. In contrast, 3D spatial ability had a stronger effect on SAT-M scores than did computational fluency. Computational fluency and 3D spatial ability completely mediated the effect of working memory for both algebra and SAT-M achievement. [ABSTRACT FROM AUTHOR]

We investigate the determinants of high school students' academic attainment in mathematics, reading and science in the United States; focusing particularly on possible differential impacts of ethnicity and family background across the distribution of test scores. Using data from the NELS2000 and employing quantile regression, we find two important results. First, the gaps in mathematics, reading and science test scores among ethnic groups vary across the conditional quantiles of the measured test scores. Specifically, Blacks and Hispanics tend to fare worse in their attainment at higher quantiles, particularly in science. Secondly, the effects of family background factors such as parental education and father's occupation also vary across quantiles of the test score distribution. The implication of these findings is that the influence racial and family background factors may have on academic attainment, which are commonly identified on the basis of a conditional mean distribution of test scores, may not tell the whole story the attainment discourse has to note. [ABSTRACT FROM AUTHOR]

Commentaries on the featured articles published within the issue are presented. Questions concerning the constructs the mathematical knowledge for teaching (MKT) measure is designed to measure are posed. The important works reported in this issue will make a greater contribution to mathematics education if these works are more clearly situated in related theory and research on mathematics teaching and learning including research on the knowledge teachers need to teach effectively.

The author comments on the focus articles published within the issue. He approached his commentary as a conversation between a measurement theorist and mathematics educator. He describes how validity issues were addressed before the educator M. Kane's approach. He considers Lee Cronbach as one of the major validation theorists of the 20th century.

When testing English language learners (ELLs) in subject matter areas, construct irrelevant variance could result from English, the language in which the test is presented. Differential item functioning (DIF) techniques have been used to determine if items are operating differently for population subgroups and might therefore be appropriate for such an investigation. In the study presented here, ELL and non-ELL 8th-grade students' scores on National Assessment of Educational Progress (NAEP) math word problems were compared. After the non-ELLs were found to outperform the ELLs, two independent techniques for detecting DIF—an item response theory approach and the Mantel-Haenszel approach—were employed to determine if a plausible explanation for the score difference could be attributed to DIF against ELLs. The results showed that only 1 of 10 original NAEP items and none of 10 linguistically simplified items were found to exhibit DIF against ELLs, suggesting that the score difference between the groups could not be attributed to DIF against ELLs. [ABSTRACT FROM AUTHOR]

The two recent (2003) international surveys of pupils’ attainments were uncoordinated, overlapped considerably, were costly and wasteful, especially from the point of view of England where inadequate response-rates meant that no reliable comparisons at all could be made with other countries. The surveys were conducted by the OECD (Programme of International Student Assessment—PISA) and by the US-based International Educational Assessment group (Trends in International Mathematics and Science Study—TIMSS). Sources of the problem are investigated. [ABSTRACT FROM AUTHOR]

The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low achieving and showed a low level of interest in mathematics (n = 11). The authors performed category elicitation by using the interview protocols of 56 participants in 3 areas: test-preparation strategy, test-preparation awareness, and test-taking strategy. Elicited constructs included cognitive as well as emotional and motivational strategies and concerns. Whereas some strategies and awareness were common in high and low achievers in mathematics, some strategies varied between the 2 groups. The authors discussed the need for strategy instructions for enhancing high school students' study and test-taking strategies and for addressing their motivational concerns. [ABSTRACT FROM AUTHOR]

There has been growing concern about the mathematical skills and understanding of undergraduates entering higher education to study mathematical sciences. In spite of this, as in other disciplines, the classifications of degrees awarded in mathematical sciences have risen. The research described here uses statistical analyses of data collected by the Higher Education Statistics Agency to study the relationships between the classifications of degree awards in mathematical sciences from 1994/5 to 1999/2000 and the entry qualifications and other characteristics of the 22,433 graduates with UK domicile who received these awards. The results show that although there have been statistically significant changes in degree classifications during the period covered by the data, in statistical terms, these changes are explained, by the increasingly high grades achieved before entering higher education by students graduating in successive years. [ABSTRACT FROM AUTHOR]

ABSTRACT: The purpose of this article is to provide a rationale for collecting and using curriculum-based measurement (CBM) data as well as providing specific guidelines for how to collect CBM data in reading, spelling, and math. Relying on the research conducted on CBM over the past 25 years, we define what CBM is and how it is different from curriculum-based assessment (CBA). We describe in detail how to monitor student growth within an instructional program using CBM data in reading, spelling, and math. Last, we discuss reasons teachers should collect and use CBM data. [ABSTRACT FROM AUTHOR]

This investigation examined whether the patterns of gender differential item functioning (DIF) present in parcels of items are influenced by changes in item position. Items were studied collectively to detect differential bundle functioning (DBF) on 2 forms of a test of mathematics for college freshmen. To investigate order effects, 2 forms of the test were assembled: Form 1 (random) and Form 2 (easy to difficult within content area; n = 3,932 for Form 1; n = 1,074 for Form 2). Based on an attribute analysis (Harnisch, Tatsuoka, & Wilkins, 1995; Tatsuoka, 1993), item categories were constructed to examine the relation between DBF and specific item characteristics identified in previous work (e.g., word problems, items requiring higher order thinking skills, and items containing figures or graphs). Findings suggest that the amount of gender DIF and DIF present in item parcels tends not to be influenced by changes in item position. The gender DIF findings for the word problem category are an issue; the beta value was .46 for Form 1 and .39 for Form 2. [ABSTRACT FROM AUTHOR]

Examines the dimensionality of a mathematics performance assessment, the extent to which a subset of the tasks is speeded, and the extent to which the item parameter estimates are stable over time. Confirmatory factor analyses on three testing occasions; Indication that the mathematics performance assessment is unidimensional on each occasion.

Determines whether parents of fourth-grade students interpret mathematics grades to have the same meaning as the teachers who assigned them. Use of school district population size and school building percentile rank on the Iowa Tests of Basic Skills to select Iowa school buildings for the study; Inconsistency between teacher and parents in the way grades from a given classroom are interpreted.

Studies automatically scorable constructed-response item types for large-scale assessment. Developments in mathematical reasoning, algebra problem solving, computer science, architecture, and natural language; Description of the task as presented to the examinee; Methods used to score the response; Psychometric properties of the item responses.

Describes efforts to help teachers learn to use mathematics and reading assessments in their classrooms. Characteristics of professional development that successfully foster change in teachers' ideas and practice.