Towards an Integrated Methodology for Assessing Items in Mathematics Assessments
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| Title: | Towards an Integrated Methodology for Assessing Items in Mathematics Assessments |
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| Language: | English |
| Authors: | Darryl Chamberlain (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2026 7(1):40-70. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Mathematics Tests, Test Items, Evaluation Methods, Item Analysis, Test Validity, Test Reliability, Multiple Choice Tests, Test Theory, Item Response Theory, Difficulty Level, Algebra |
| Geographic Terms: | Florida |
| ISSN: | 2688-7207 |
| Abstract: | There is no singular methodology for analyzing educational assessments. Moreover, educational assessment primarily serves to assess students over some curriculum rather than as collections of items with the most predictive power. It is thus necessary to develop a practical methodology to provide a robust analysis of an educational assessment that attends to both assessment of knowledge and predictive power. This study presents a unifying methodology that considers measures of validity, reliability, and knowledge to provide a robust analysis of an educational assessment. This paper presents classification bounds that inform labeling items as sufficiently discriminating for the purposes of an educational assessment. It then presents an analysis of 4 multiple-choice exams to illustrate how the metrics can be used in concert to identify validity, reliability, and knowledge at the item and assessment level. The paper concludes with a brief discussion of how this methodology can be applied to different types of assessments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506584 |
| Database: | ERIC |
| Abstract: | There is no singular methodology for analyzing educational assessments. Moreover, educational assessment primarily serves to assess students over some curriculum rather than as collections of items with the most predictive power. It is thus necessary to develop a practical methodology to provide a robust analysis of an educational assessment that attends to both assessment of knowledge and predictive power. This study presents a unifying methodology that considers measures of validity, reliability, and knowledge to provide a robust analysis of an educational assessment. This paper presents classification bounds that inform labeling items as sufficiently discriminating for the purposes of an educational assessment. It then presents an analysis of 4 multiple-choice exams to illustrate how the metrics can be used in concert to identify validity, reliability, and knowledge at the item and assessment level. The paper concludes with a brief discussion of how this methodology can be applied to different types of assessments. |
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| ISSN: | 2688-7207 |
