Opportunity Gaps, Test Item Format, and Opportunity to Learn in Grade 8 Math Classes (Poster 6)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

This study provides nationally representative estimates of the extent to which 1) racial and income opportunity gaps differ between constructed-response (CR) and multiple-choice (MC) items of the same level of difficulty and content area, and 2) classroom opportunities to learn are associated with opportunity gaps on CR and MC items. In the study I explore in a national sample an issue previously only investigated using state and local data, namely how racial and income opportunity gaps vary on assessment items of different formats. I first explore the size of CR and MC gaps on National Assessment of Educational Progress (NAEP) grade 8 mathematics items measuring skills in algebra, geometry, measurement, number properties and operations, and data analysis, statistics, and probability, modelling racial and income gaps on CR and MC items with and without adjusting the multilevel models for relevant student and school factors. I then investigate associations between the CR and MC item-level racial and income opportunity gaps and measures of opportunities to learn, including teacher professional development and instructional strategies, derived from NAEP teacher questionnaire data. The first part of the study is important because racial or income opportunity gap differences by item format could affect the accuracy of overall opportunity gap estimates. The second part of the study provides some of the first estimates of classroom opportunity to learn using NAEP data. Implications for policy and practice will be discussed.

Author

• Marisol Kevelson, Educational Testing Service