Design Under Constraints: The Case of Large-Scale Assessment Systems

摘要

In "Updating the Duplex Design for Test-Based Accountability in the Twenty-First Century," Bejar and Graf (2010) propose extensions to the duplex design for large-scale assessment presented in Bock and Mislevy (1988). Examining the range of people who use assessment results-from students, teachers, administrators, curriculum designers, educational researchers, boards of education, to the public at large-Bock and Mislevy laid out a data-gathering design and analytic approach that would efficiently inform many of their needs: "The items are assigned to forms in such a way that a student's response to -a particular form can be scored in broad skill and content areas, while responses over forms can be aggregated to provide scores for detailed curricular objectives at the school or other group level" (Bock & Mislevy, 1988, p. 97). Using school-level IRT, Bock and Mislevy further pointed out that two-stage testing would improve efficiency and suggested an approach for doing so that did not require computer administration.