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The Resource Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform

Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform

Label
Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform
Title
Global Perspectives on Educational Testing
Title remainder
Examining Fairness, High-Stakes and Policy Reform
Creator
Subject
Language
eng
Summary
This book provides a refined definition of standardized educational test fairness that can be utilized in multiple contexts to better understand the experiences and perspectives of diverse groups of test takers
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Advances in Education in Diverse Communities: Research, Policy and Praxis
Series volume
v.13
Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform
Label
Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4717077
Publication
Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • "Global Perspectives on Educational Testing: Examining Fairness, High-Stakes and Policy Reform" -- "Contents" -- "List of Tables" -- "Acknowledgments" -- "Introduction" -- "Chapter 1: International Assessments and Fairness Issues" -- "TIMSS Assessment" -- "International Assessments and Policy" -- "Benchmarking Trends" -- "Concerns and Shortcoming of Utilizing International Assessments" -- "Test Fairness" -- "Standards for Educational and Psychological Testing" -- "Fairness in Treatment During the Testing Process" -- "Fairness as Lack of Measurement Bias" -- "Item Bias" -- "Differential Item Functioning. One way to examine fairness issues is to identify items that seem to be biased toward one group in comparison with another. Traditionally, experts conduct differential item function (DIF) analyses to examine item bias. Doran" -- "Fairness in Access to the Construct as Measured" -- "Fairness as Validity of Individual Test Score Interpretations for the Intended Uses" -- "Threats to Fair and Valid Interpretation of Test Scores" -- "Test Content" -- "Test Context" -- "Test Response" -- "Opportunity to Learn" -- "Conclusion" -- "Chapter 2: The Arbuthnot Assessment Fairness Framework" -- "Four Phases of the TAAF Framework" -- "Phase I: Country Selection" -- "Phase II: Test and Subtest Performance" -- "Test and Subtest" -- "Test Wiseness" -- "Opportunity to Learn" -- "Phase III: Item-Level Performance" -- "Identifying Item Bias" -- "Sources of Item Bias" -- "Contextual.â{u0080}{u0083}The first, and typically the most common explanation of differences in item-level performance, is related to the context of the test item. In mathematics, this is typically the case when the item that is being analyzed is a word problem. Mathe"
  • "Opportunity to Learn.â{u0080}{u0083}Consequently, differences in curriculum coverage among countries is another factor that should be explored and examined as a reason or source of item-level differences. Curricular variations, particularly differences that are associa" -- "Test Speededness.â{u0080}{u0083}Test speededness, or the rate at which test takers finish an examination, should be investigated as a potential source of item-level differences between countries. Research has shown that certain groups of test takers (i.e., minorities i" -- "Strategy Formation and Usage.â{u0080}{u0083}The fourth area to explore in explaining item-level differences is related to variations in strategy formation and usage. Particularly in mathematics assessments, research has shown that multiple strategies can be used to ans" -- "Distractor Choices.â{u0080}{u0083}In an effort to understand test-taking behavior more thoroughly, and particularly at the item-level, it is important to understand how different groups choose distractors on multiple-choice items. To examine differences in distractor c" -- "Omit Patterns.â{u0080}{u0083}Another way to explore sources or explanations for the differences in item-level performance for different countries is to investigate the variations in test takersâ{u0080}{u0099} omit patterns. Specifically, patterns of omission that deviate from the n" -- "Phase IV: Cultural Impact" -- "Cultural Context" -- "Conclusion" -- "Chapter 3: TAAF Framework Phase I: Country Selection" -- "Country Selection" -- "Criteria for Selection" -- "Selected Countries" -- "Educational History and Reform Efforts" -- "Chinese Taipei.â{u0080}{u0083}Chinese Taipei has been lauded as one of the most successful countries on many international assessments, especially in the area of mathematics and science. As previously discussed, Chinese Taipei is one of the many Asian countries that ha"
  • "Finland.â{u0080}{u0083}The Finnish educational system was included in this book because it has been praised as one of the most successful educational systems in the world. The Finnish have maintained high test performance on international assessments for several years." -- "United States.â{u0080}{u0083}In the 1960s there was grave concern about the educational system in the United States. Specifically, these concerns were directly related to the United Statesâ{u0080}{u0099} aspirations to be a world leader in technology and innovation. These apprehensi" -- "Qatar.â{u0080}{u0083}Before the beginning of the 21st century, Qatarâ{u0080}{u0099}s educational system was described as lacking vision and crippled by several challenges (Romanowski, Cherif, Al Ammari, & Al Attiyah, 2013). This educational system was described as highly centralized" -- "Factors Impacting Performance" -- "Measures" -- "Analysis" -- "Results" -- "Home and Background Factors" -- "Teacher Factors" -- "School and Instructional Practices" -- "Student-Centered Factors" -- "Assessments" -- "Country Distinctions and Similarities" -- "Country Distinctions" -- "Country Similarities" -- "Conclusion" -- "Chaper 4: TAAF Framework Phase II: Test and Subtest Performance" -- "Study I: Performance Patterns" -- "Measures" -- "Analysis" -- "Magnitude of the Differences between Countries" -- "Step 1. Calculating Differences in p-Value.â{u0080}{u0083}For each item, the difference in p-values between each pair of countries was calculated. The pairs of countries included: Chinese Taipei vs. Finland, Chinese Taipei vs. United States, Chinese Taipei vs. Qatar, F" -- "Step 2. Calculating the Magnitude of the Difference in p-Values.â{u0080}{u0083}The absolute value of the difference in p-values for each item was reported for each pair of countries."
  • "Step 3. Calculating the Average Magnitude.â{u0080}{u0083}For each pair of countries, the average of magnitude of the difference in p-values (see step 2) was calculated for each of the test items." -- "Step 4. Categorizing the Magnitude of Difference.â{u0080}{u0083}For each pair of countries, those items that had a magnitude of the difference in p-values that was less than the average magnitude was categorized as small, while those items that had a magnitude of the d" -- "Results" -- "Performance Differences" -- "Magnitude of Differences" -- "Chinese Taipei vs. Finland.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade Taiwanese students in comparison with students from Finland, the results show that Taiwanese students outperformed Finnish students on a majority of the t" -- "Chinese Taipei vs. United States.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade Taiwanese students in comparison with students from the United States, the results show that Taiwanese students outperform American students on a la" -- "Chinese Taipei vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade Taiwanese students in comparison with students from Qatar, the results show that Taiwanese students outperform Qatari students on all of the test items. The" -- "Finland vs. United States.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade Finnish students in comparison with students from the United States, the results show that Finnish students outperform American students on 56% of the test" -- "Finland vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade Finnish students in comparison with students from Qatar, the results show that Finnish students outperform Qatari students on a large majority of the test items. S"
  • "United States vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 4th grade American students in comparison with students from Qatar, American students outperform Qatari students on all of the test items. The average difference in pe" -- "Chinese Taipei vs. Finland.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade Taiwanese students in comparison with students from Finland, Taiwanese students outperform Finnish students on a large majority of the test items. The Fin" -- "Chinese Taipei vs. United States.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade Taiwanese students in comparison with students from the United States, the results showed that Taiwanese students outperform American students on a " -- "Chinese Taipei vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade Taiwanese students in comparison with students from Qatar, Taiwanese students outperform Qatari students on all of the test items. The average difference in" -- "Finland vs. United States.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade Finnish students in comparison with students from the United States, Finnish students outperform American students on 55% of the test items, while American" -- "Finland vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade Finnish students in comparison with students from Qatar, Finnish students outperform Qatari students on a large majority of the test items. Specifically, Qatari st" -- "United States vs. Qatar.â{u0080}{u0083}When comparing the TIMSS mathematics assessment performance of 8th grade American students in comparison with students from Qatar, American students outperform Qatari students on nearly all of the test items. The Qatari students o" -- "Conclusion"
  • "Study II: Test-Wiseness Patterns"
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{'f': 'http://opac.lib.rpi.edu/record=b4414975'}
Extent
1 online resource (210 pages)
Form of item
online
Isbn
9781786354334
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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