Alignment and College Admissions: The Match of Expectations, Assessments, and Educator Perspectives. CSE Technical Report.Reportar como inadecuado




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This study examined the alignment between the Golden State Exam (GSE) in High School Mathematics and the University of California (UC) Statement on Competencies in mathematics, exploring the technical quality of the alignment process. UC faculty and high school mathematics teachers (n=20) from Northern and Southern California rated the mathematics items of the GSE relative to the expectations identified in the UC competency statement, identifying item features related to content and complexity. Raters assigned values for a primary topic, secondary topic, item/topic centrality, depth-of-knowledge, and source of challenge for each item. Agreement within these criteria was the basis of the assessment of alignment. Results show that there was moderate to strong agreement between faculty and high school teachers in topic and category identification. Also, there was a moderate relationship between depth of knowledge ratings and item complexity and difficulty based on ratings and student performance. These results suggest that there was an overall good alignment between the GSE and its intended targets and raise methodological issues pertaining to the alignment of standards and assessments. An appendix contains the competency topic list. (Contains 15 figures, 3 tables, and 14 references.) (Author/SLD)

Descriptors: College Admission, High School Students, High Schools, Higher Education, Mathematics Teachers, Mathematics Tests, State Programs, Test Construction











Autor: Herman, Joan L.; Webb. Noreen; Zuniga, Stephen

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7036&id=ED478162



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