Advanced Mathematics Precalculus P.617 Answers
journal article
Journal of Educational Measurement
Published By: National Council on Measurement in Education
https://www. jstor .org/stable/1434693
A procedure for the detection of differential item performance (DIP) is used to investigate the relationships between characteristics of mathematics achievement items and gender differences in performance. Eight randomly equivalent samples of high school seniors were each given a unique form of the ACT Assessment Mathematics Usage Test (ACTM). Students without requisite mathematics courses were deleted from the samples to reduce the confounding effects of differences in instruction at the high school level. Signed measures of DIP were obtained for each item in the eight ACTM forms. These DIP estimates were then analyzed in a 6 × 8 (item category by form) experimental design. A significant item category effect was found indicating a relationship between item characteristics and gender-based DIP. Predictions, based on previous research about the categories of items that would contribute to gender-based DIP, were supported: Geometry and mathematics reasoning items were relatively more difficult for female examinees and the more algorithmic, computation-oriented items were relatively easier.
The Journal of Educational Measurement (JEM) is a quarterly journal that publishes original measurement research, reports on new measurement instruments, reviews of measurement publications, and reports about innovative measurement applications. The topics addressed are of interest to those concerned with the practice of measurement in field settings as well as researchers and measurement theorists. In addition to presenting new contributions to measurement theory and practice, JEM also serves as a vehicle for improving educational measurement applications in a variety of settings.
The National Council on Measurement in Education (NCME) is a professional organization for individuals involved in assessment, evaluation, testing, and other aspects of educational measurement. Members are involved in the construction and use of standardized tests and performance-based assessment, assessment program design and implementation, and program evaluation. NCME is incorporated exclusively for scientific, educational, literary, and charitable purposes. These include: (1) the encouragement of scholarly efforts to advance the science of measurement and its applications in education and (2) the dissemination of knowledge about the theory, techniques, and instrumentation available for measurement; procedures appropriate to the interpretation and use of such techniques and instruments; and applications of educational measurement in individual and group contexts. NCME members include university faculty; test developers; state and federal testing and research directors; professional evaluators; testing specialists in business, industry, education, community programs, and other professions; licensure, certification, and credentialing professionals; graduate students from educational, psychological, and other measurement programs; and others involved in testing issues and practices.
Advanced Mathematics Precalculus P.617 Answers
Source: https://www.jstor.org/stable/1434693
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