Resources for Measures of Grades 9 12 – A list of assessment resources tailored toward geosciences that have some applicability to more content areas: A compilation of Common Core assessment resources from the Algebra 1 Teacher’s blog: http://blog.algebra1teachers.com/2012/07/common-core-assessment-examples-for.html Portfolio and Performance Assessment Examples Tennessee Fine Arts Growth Measures System: Measuring Up: Prototypes for Mathematics Assessment (1993), available from: http://www.nap.edu/catalog.php?record_id=2071 Tutorial for developing a summative performance assessment: Additional Guidance to Perform Item Analyses Item Difficulty Item difficulty can be directly estimated students’ scores on the assessment. On selection items or other 1-point items, item difficulty can be estimated simply by computing the average score on the item (Excel command: average). A simple four-item test is used to demonstrate this procedure. The row is simply the “Difficulty” average number of score points earned by the examinees. We can further determine that Item #4 is an easier item (for this group of students) than Item #3 with an average difficulty of 3.25 vs. 2.83; however, we cannot directly compare the item difficulty statistics for the 1-point items to the 4-point items. To compute item difficulty statistics that are comparable, regardless of the number of item score points, we divide the Difficulty statistic by the maximum number of item score points which results in a Difficulty2 statistic that ranges from 0 to 1, or from hard (items) to easy (items). Item Discrimination Item discrimination describes how well an assessment item discriminates between high- and scoring examinees. Positive item discrimination indicates that higher-scoring examinees perform better on the item than lower-scoring examinees. It is important to examine the discrimination of items on common assessments (assessments administered across all students in a district) to check on item quality on the test. Negative item discrimination is undesirable and indicates that lower-scoring examinees performed better on the item than those with higher scores this is a – flag for an item that has a flaw, such as the item: has the wrong correct answer indicated has two correct answers is unclear or confusing to examinees who know the material represents different content than the rest of the content on the assessment.
Resources for Measures of Grades 9 – 12 A list of assessment resources tailored toward geosciences that have some applicability to more content areas: A compilation of Common Core assessment resources from the Algebra 1 Teacher’s blog: http://blog.algebra1teachers.com/2012/07/common-core-assessment-examples-for.html Portfolio and Performance Assessment Examples Tennessee Fine Arts Growth Measures System: Measuring Up: Prototypes for Mathematics Assessment (1993), available from: http://www.nap.edu/catalog.php?record_id=2071 Tutorial for developing a summative performance assessment: Additional Guidance to Perform Item Analyses Item Difficulty Item difficulty can be directly estimated students’ scores on the assessment. On selection items or other 1-point items, item difficulty can be estimated simply by computing the average score on the item (Excel command: average). A simple four-item test is used to demonstrate this procedure. The “Difficulty” row is simply the average number of score points earned by the examinees. We can further determine that Item #4 is an easier item (for this group of students) than Item #3 with an average difficulty of 3.25 vs. 2.83; however, we cannot directly compare the item difficulty statistics for the 1-point items to the 4-point items. To compute item difficulty statistics that are comparable, regardless of the number of item score points, we divide the Difficulty statistic by the maximum number of item score points which results in a Difficulty2 statistic that ranges from 0 to 1, or from hard (items) to easy (items). Item Discrimination Item discrimination describes how well an assessment item discriminates between high- and examinees. Positive item discrimination indicates that higher-scoring examinees perform better on the item than lower-scoring examinees. It is important to examine the discrimination of items on common assessments (assessments administered across all students in a district) to check on item quality on the test. Negative item discrimination is undesirable and indicates that lower-scoring examinees performed better on the item than those with higher scores – this is a flag for an item that has a flaw, such as the item: has the wrong correct answer indicated has two correct answers is unclear or confusing to examinees who know the material represents different content than the rest of the content on the assessment. scoring
TechnicalGuide-AppxB.docx