Previous research on differences in civic engagement between young people with some college experience and those without suggests that college attendance is positively associated with some measures of civic engagement. This Fact Sheet presents new evidence, but largely supporting the findings of other researchers, on the correlation between a wide…

The "Science Assessment and Item Specifications for the 2009 NAEP (National Assessment of Educational Progress)" (the "Specifications") translates the "Science Framework for the 2009 NAEP" (the "Framework") into guidelines for developing items and for developing the assessment as a whole. The primary purpose of the "Specifications" is to provide…

While transfer of information to practice is a goal of professional development programs for educators, the gap between learning of new information and application to practice continues to be problematic. Synthesizing theoretical viewpoints of innovation adoption and diffusion theory, normative re-education strategies, self-efficacy theory and…

Six new forms of Armed Services Vocational Aptitude Battery (ASVAB) were developed. These new forms were equated to a standard reference test, ASVAB 8a, using normative data based on a 1980 weighted probability sample of American youth, ages 18-23. Equating allows the services to report the distributions of examinee ability on a common metric or…

A version of sequential mastery testing is studied in which response behavior is modeled by an item response theory (IRT) model. First, a general theoretical framework is sketched that is based on a combination of Bayesian sequential decision theory and item response theory. A discussion follows on how IRT based sequential mastery testing can be…

Using data from 1,468 residents of small, medium, and large cities, this study investigates a subcultural theory explanation of the relationship between the existence of varied social attitudes and city population size. Results confirm a positive relationship which is explained through the subcultural processes of diffusion, intensification, and…

This study investigated the practical effects of local item dependence (LID) on item response theory (IRT) true-score equating. A scenario was defined that emulated the Law School Admission Test (LSAT) preequating model, and data were generated to assess the impact of different degrees of LID on final equating outcomes. An extreme amount of LID…

This study explored the impact of various degrees of violations of the item response theory (IRT) local independence assumption on the Law School Admission Test (LSAT) calibration and score distribution estimates. Initially, results from the LSAT and two other tests were investigated to determine the approximate state of local item dependence…

This paper discusses the limitations of Classical Test Theory, the purpose of Item Response Theory/Latent Trait Measurement models, and the step-by-step calculations in the Rasch measurement model. The paper explains how Item Response Theory (IRT) transforms person abilities and item difficulties into the same metric for test-independent and…

This handbook explains how to do Rasch measurement. The emphasis is on practice, but theoretical explanations are also provided. The Forward contains an introduction to the topic of Rasch measurement. Chapters 2, 4, 5, and 7 use a small problem to illustrate the application of Rasch measurement in detail, and methodological issues are considered…

Some examples from different areas of mathematics are explored to give a working knowledge of the computer algebra system Maple. Perfect numbers and Mersenne primes, which have fascinated people for a very long time and continue to do so, are studied using Maple and some questions are posed that still await answers.

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in grades kindergarten through eighth grade. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2007 and 2008 and administered to…