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Direct linkLissitz, Robert W.; Hou, Xiaodong; Slater, Sharon Cadman – Journal of Applied Testing Technology, 2012
This article investigates several questions regarding the impact of different item formats on measurement characteristics. Constructed response (CR) items and multiple choice (MC) items obviously differ in their formats and in the resources needed to score them. As such, they have been the subject of considerable discussion regarding the impact of…
Descriptors: Computer Assisted Testing, Scoring, Evaluation Problems, Psychometrics
Download full textMaryland State Department of Education, 2010
This publication presents Maryland State Department of Education's statistical information on the following areas: (1) Demographic Data; (2) Accountability Data; (3) Financial Data; (4) Special Populations; (5) Other Programs; and (6) General Information. This Fact Book contains the latest data available as of December 2, 2010.
Descriptors: Statistical Data, Statistical Distributions, Accountability, Financial Support
Center on Education Policy, 2011
This paper profiles Maryland's test score trends through 2008-09. In 2004, 82% of non-Title I 4th graders and 61% of Title I 4th graders scored at the proficient level on the state reading test. In 2009, 90% of non-Title I 4th graders and 78% of Title I 4th graders scored at the proficient level in reading. Between 2004 and 2009, the percentage…
Descriptors: Achievement Gains, Academic Achievement, Achievement Gap, Achievement Rating
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
