A mathematics achievement test was taken by 132 U.S. and 110 Japanese fifth graders. Scores were higher for the Japanese, and relatively better for computation than problem solving. The reverse was true for the U.S. students. Results are discussed in terms of amount and kind of exposure to mathematics. (SLD)

The effect of multiple-choice (MC) or open-ended (OE) response format on diagnostic assessment of algebra test performance was investigated with 231 eighth and ninth graders in Tel Aviv (Israel) using bug or rule space analysis. Both analyses indicated closer similarity between parallel OE subsets than between stem-equivalent OE and MC subsets.…

Since 1985, the students in grades 2-8 in three selected elementary schools in Palau have been tested on basic math skills. This report describes the data collected in May 1993 and indicates the relative strengths and weaknesses of students at each grade level in each school. Major outcomes include: (1) the students at Harris School scored…

In 1980-82, the Second International Mathematics Study (SIMS) was conducted in 20 countries, including Japan. This study was conducted by the International Association for the Evaluation of Educational Achievement (IEA). This paper constitutes a summary of the research relating to the level of mathematics achievement of Japanese students. The…

The advantages of computerized adaptive testing are discussed, and an example illustrates its use in sixth grade mathematics. These tests are administered at a computer terminal, and the test items to be administered are selected according to the difficulty level appropriate to the individual's ability. Tailoring increases the psychometric…

At the request of the Superintendent of the Montgomery County, Maryland, Public School System (MCPS), Achieve conducted an evaluation of the MCPS K-12 Curriculum Frameworks and high school semester exams in English and mathematics. The review was designed to determine how well the MCPS Frameworks and exams align with Maryland state academic…

The relative math expectancies (RMEs) and math-performance attributions of 122 male and 177 female eighth graders were examined in relation to an Expectancy-Attribution process model of performance. Results from the Mathematics Attribution Scale and a RME rating scale support the model and indicate gender differences in cognitive patterns in…

The present study reports results from a quasi-controlled empirical investigation addressing the impact on student test scores when using fixed form computer based testing (CBT) versus paper and pencil (P&P) testing as the delivery mode to assess student mathematics achievement in a state's large scale assessment program. Grade 7 students…

Data from the Colorado Adoption Project for 493 first-grade adopted and nonadopted children are used to separate parental intelligence quotient (IQ) from the effects of school environment. Several of the variables show direct environmental associations with reading and mathematics achievement independent of effects of parental IQ. (SLD)

A new testing strategy that provides protection against the problem of having examinees in adaptive testing choose difficulty levels that are not matched to their proficiency levels was introduced and evaluated. The method, termed restricted self-adapted testing (RSAT), still provides examinees with a degree of control over the difficulty levels…

This study assessed whether providing examinees with a choice between computerized adaptive testing (CAT) and self-adaptive testing (SAT) affects test performance in comparison with being assigned a CAT or SAT, and evaluated variables influencing examinee choice of either test form. The relative influences of test type and test choice on examinee…

A representative sample of 237 twelfth-grade mathematics classrooms completed internationally developed achievement tests. What was taught, what teachers and teaching were like, students' attitudes and achievement, and comparisons with students in other countries are included. (MNS)

This paper discusses whether or not revisions of the Scholastic Aptitude Test (SAT) and the American College Test (ACT) have created such significant differences between the two tests that a student could conceivably score significantly higher on one than the other. The SAT has been revised to meet the needs of an increasingly diverse student…

Information collected as part of the International Assessment of Educational Progress II (IAEP II) about learning in Alberta (Canada) is provided, including information on the educational and cultural factors associated with student achievement and information on student attitudes, backgrounds, and experiences. Results for all participating…

The relationship between learning to program at a construct level and learning and study strategies was studied for college students enrolled in a beginning Pascal programing course and a calculus course (four sections of the programing course and two of the mathematics course). For both the experimental group (n=42) and the first control group…