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Does Test Item Performance Increase with Test-to-Standards Alignment?

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Title: Does Test Item Performance Increase with Test-to-Standards Alignment?
Authors: Traynor, Anne (AUTHOR)
Source: Educational Assessment. Jul-Sep2017, Vol. 22 Issue 3, p171-188. 18p.
Subjects: Scale items, Performance evaluation, Educational standards, Mathematical ability testing, Academic achievement
Abstract: Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or “alignment,” and test performance is usually inferred from highly distal evidence, rather than directly examined. Utilizing mathematics standards content analysis data and achievement test item data from ten U.S. states, we examine the relationship between topic-specific alignment and test item performance. When a particular item’s content type is emphasized by the standards, we find evidence of a positive relationship between the alignment measure and proportion-correct test item difficulty, although this effect is not consistent across samples. Implications of the results for curricular achievement test development and score interpretation are discussed. [ABSTRACT FROM PUBLISHER]
Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Does Test Item Performance Increase with Test-to-Standards Alignment?
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  Data: <searchLink fieldCode="AR" term="%22Traynor%2C+Anne%22">Traynor, Anne</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Scale+items%22">Scale items</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+evaluation%22">Performance evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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  Data: Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or “alignment,” and test performance is usually inferred from highly distal evidence, rather than directly examined. Utilizing mathematics standards content analysis data and achievement test item data from ten U.S. states, we examine the relationship between topic-specific alignment and test item performance. When a particular item’s content type is emphasized by the standards, we find evidence of a positive relationship between the alignment measure and proportion-correct test item difficulty, although this effect is not consistent across samples. Implications of the results for curricular achievement test development and score interpretation are discussed. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Educational Assessment is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=124435027
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        Value: 10.1080/10627197.2017.1344092
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      – Code: eng
        Text: English
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      – SubjectFull: Scale items
        Type: general
      – SubjectFull: Performance evaluation
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      – SubjectFull: Educational standards
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      – SubjectFull: Mathematical ability testing
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      – SubjectFull: Academic achievement
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      – TitleFull: Does Test Item Performance Increase with Test-to-Standards Alignment?
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              Text: Jul-Sep2017
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