DIFFERENCES IN INSTRUCTIONAL SENSITIVITY BETWEEN ITEM FORMATS AND BETWEEN ACHIEVEMENT TEST ITEMS

Building achievement tests which are sensitive to the instructional effects of school programs concerns both practitioners and researchers in education. To produce such tests, empirical procedures to guide item selection are needed. In this paper, an operational framework and a set of empirical proc...

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Bibliographic Details
Published in:Journal of educational measurement 1986-03, Vol.23 (1), p.1-12
Main Authors: HANSON, RALPH A., MCMORRIS, ROBERT F., BAILEY, JERRY D.
Format: Article
Language:English
Subjects:
Achievement tests
Analysis of variance
Analytical estimating
Cross cultural studies
Design analysis
Educational demand
Educational psychology
Educational research
School year
Statistical variance
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Summary:Building achievement tests which are sensitive to the instructional effects of school programs concerns both practitioners and researchers in education. To produce such tests, empirical procedures to guide item selection are needed. In this paper, an operational framework and a set of empirical procedures for this task are presented. Within this framework, item sensitivity is linked to instructional implementation. A simple components of variance model has been used to provide actual estimates of instructional sensitivity. These procedures are illustrated using data from a comparative study of alternative item formats for a criterion-referenced test. Even when items were closely matched to instructional content specifications, important differences in instructional sensitivity emerged. These differences were found between the same items presented in different formats as well as between different items presented within the same format. Implications of these results for developing criterion-referenced achievement tests are discussed.
ISSN:0022-0655
1745-3984
DOI:10.1111/j.1745-3984.1986.tb00230.x