Assessing for Equity: Item Revision Effects on the Technical Adequacy of Conceptual Measures in Algebra

• In Event: 68.054 - Perspectives on Equity and Mathematics Education

Abstract

This study explored the effects of item and scoring revisions on the technical adequacy of three conceptual algebra screening measures. Descriptive and correlation analyses were used to investigate how the revisions impacted measure scores, alternate and test-retest reliability, concurrent validity, and predictive validity. Participants included 16 teachers who administered measures to 1,077 secondary students across three states. Criterion measures included teacher mathematical proficiency ratings of students, course grades, results of two external mathematics proficiency exams, and state test scores. Results suggested that the revisions produced slight improvements in performance and more growth from the beginning to the end of the course. Mixed results were found for concurrent and predictive criterion validity coefficients as compared to the previous year.

Authors

• Anne M. Foegen, Iowa State University

• Vincent R. Genareo, Salisbury University

• William W DeLeeuw, Arizona State University

• Barbara J. Dougherty, University of Missouri

• Jeannette Olson, Iowa State University