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Download full textGersten, Russell; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Anderson, Daniel; Spallone, Samantha; Taylor, Mary Jo – Regional Educational Laboratory Southeast, 2020
Several school districts in Georgia use two teacher-administered diagnostic assessments of student knowledge of mathematics as part of their multi-tiered system of support in grades K-8: the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of…
Descriptors: Mathematics Tests, Diagnostic Tests, Test Reliability, Test Validity
Direct linkAnderson, Daniel; Irvin, Shawn; Alonzo, Julie; Tindal, Gerald A. – Educational Measurement: Issues and Practice, 2015
The alignment of test items to content standards is critical to the validity of decisions made from standards-based tests. Generally, alignment is determined based on judgments made by a panel of content experts with either ratings averaged or via a consensus reached through discussion. When the pool of items to be reviewed is large, or the…
Descriptors: Test Items, Alignment (Education), Standards, Online Systems
Nese, Joseph F. T.; Lai, Cheng-Fei; Anderson, Daniel; Park, Bitnara Jasmine; Tindal, Gerald; Alonzo, Julie – Behavioral Research and Teaching, 2010
The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics "Curriculum Focal Points" (NCTM, 2006). Based on Webb's alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms…
Descriptors: Academic Standards, Mathematics Teachers, Benchmarking, Research Reports
