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Alignment Issues between Computer Adaptive Tests and Academic Curriculum Standards

Alignment Issues between Computer Adaptive Tests and Academic Curriculum Standards. 2011 National Conference on Student Assessment (NCSA) The Peabody Orlando Orlando, Florida June 22, 2011. NORMAN L. WEBB WISCONSIN CENTER FOR EDUCATION RESEARCH. Current Requirements.

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Alignment Issues between Computer Adaptive Tests and Academic Curriculum Standards

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  1. Alignment Issues between Computer Adaptive Tests and Academic Curriculum Standards 2011 National Conference on Student Assessment (NCSA) The Peabody Orlando Orlando, Florida June 22, 2011 NORMAN L. WEBB WISCONSIN CENTER FOR EDUCATION RESEARCH

  2. Current Requirements States need to produce evidence to show that its assessment system captures the full range and depth of knowledge and skills defined in the state standards.

  3. Main Questions for Judging Alignment Are students held accountable. . . • for all of the main academic content standards? (category) 2. to perform at a level of complexity comparable to what is expected by the academic content standards? (complexity) • for the full range of content with in each of the main academic content standards? (range) • for the same degree of emphasis on topics and subtopics as included in the main academic content standards? (balance)

  4. Five Technical Components of CAT • Calibrated item pool • Starting point on entry level • Item selection algorithm • Scoring procedure • Termination criterion

  5. Main Issues for a CAT to be Considered Aligned with Academic Content Standards ● Item selection algorithm ●Termination criterion

  6. Item Complexity and Item Difficulty

  7. Convergence on Ability and Range Increased efficiency in ascertaining a student’s ability or proficiency level can be counter to assessing a student on the full range of content within a set of academic content standards.

  8. Possible Strategies for Analyzing Alignment Between a CAT and Academic Content Standards • Analyze the full calibrated item pool • Analyze a random sample of items from the calibrated item pool • Analyze Item Selection Algorithm and Termination Criterion to evaluate if category, complexity, range, and balance are considered

  9. Strategies (continued) Analyze pathways and collection of items used to determine a student’s proficiency • Select pathways used to identify students at different levels of proficiency (e.g. high proficiency, at proficiency, below proficiency) • Select pathways and collection of items at random • Select most common pathways and collection of items

  10. Strategies (continued) • Conduct a correlation study of CAT proficiency scores compared with scores on an assessment judged to be fully aligned with the academic content standards • Others?

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