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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
Language: English
Authors: Darryl Chamberlain (ORCID 0000-0001-9724-3225), Russell Jeter (ORCID 0000-0002-3019-2387), Kelvin Rozier (ORCID 0009-0007-5101-6183)
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
FullText Text:
  Availability: 0
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  Data: Towards an Integrated Methodology for Assessing Items in Mathematics Assessments
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  Data: <searchLink fieldCode="AR" term="%22Darryl+Chamberlain%22">Darryl Chamberlain</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9724-3225">0000-0001-9724-3225</externalLink>)<br /><searchLink fieldCode="AR" term="%22Russell+Jeter%22">Russell Jeter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3019-2387">0000-0002-3019-2387</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelvin+Rozier%22">Kelvin Rozier</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-5101-6183">0009-0007-5101-6183</externalLink>)
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  Data: 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
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  Data: 31
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Analysis%22">Item Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Theory%22">Test Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Response+Theory%22">Item Response Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 2688-7207
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  Data: 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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  Data: 2026
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  Data: EJ1506584
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 40
    Subjects:
      – SubjectFull: Mathematics Tests
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Item Analysis
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Test Theory
        Type: general
      – SubjectFull: Item Response Theory
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      – SubjectFull: Difficulty Level
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      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Florida
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      – TitleFull: Towards an Integrated Methodology for Assessing Items in Mathematics Assessments
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            NameFull: Darryl Chamberlain
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            NameFull: Russell Jeter
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              Y: 2026
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            – TitleFull: Intersection: A Journal at the Intersection of Assessment and Learning
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