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Item-Level Comparative Analysis of Online and Paper Administrations of the Texas Assessment of Knowledge and Skills

机译:德克萨斯州知识和技能评估的在线和纸质管理部门的项目级比较分析

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This article describes a comparative study conducted at the item level for paper and online administrations of a statewide high stakes assessment. The goal was to identify characteristics of items that may have contributed to mode effects. Item-level analyses compared two modes of the Texas Assessment of Knowledge and Skills (TAKS) for up to four subjects at two grade levels. The analyses included significance tests of p-value differences, DIF, and response distributions for each item. Additional analyses investigated item position effects and objective-level mode differences. No evidence of item position effects emerged, but significant differences were found for several items and objectives in all subjects at grade 8 and in mathematics and English language arts (ELA) at grade 11. Differences generally favored the paper group. ELA items that were longer in passage length and math items that required graphing and geometric manipulations or involved scrolling in the online administration tended to be the items showing mode differences.
机译:本文介绍了一项针对州和州范围内高风险评估的纸质和在线管理项目进行的比较研究。目的是确定可能导致模式影响的项目特征。项级分析比较了德州知识和技能评估(TAKS)的两种模式,最多可用于两个年级的四个科目。分析包括每个项目的p值差异,DIF和响应分布的显着性检验。其他分析调查了项目位置影响和目标级别模式差异。没有出现项目位置影响的证据,但在8年级的所有科目以及11年级的数学和英语语言艺术(ELA)中发现了几个项目和目标的显着差异。差异通常有利于论文组。段落长度较长的ELA项和需要图形和几何操作或涉及在线管理的卷动的数学项倾向于显示模式差异。

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