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Measuring achievement in history: Mu...

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Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes./
Author:	Reich, Gabriel.
Description:	322 p.
Notes:	Adviser: Sarah Woodward Beck.
Contained By:	Dissertation Abstracts International68-09A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3278632
ISBN:	9780549201304

Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes.
Reich, Gabriel.

Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes. - 322 p.

Adviser: Sarah Woodward Beck.

Thesis (Ph.D.)--New York University, 2007.

Standards-based accountability systems are the most popular school reform effort in the United States today. Many of these systems use high-stakes exams to hold students, more than other stakeholders, accountable. In fact, standardized tests are the most popular instrument for gathering data for use in accountability systems. The exams themselves are overwhelmingly reliant on the use of multiple-choice (MC) questions to measure student achievement of state standards. Standard psychometric practice, however, does not include an analysis of qualitative data about how students answer MC questions. Thus, little is known about the extent to which these items measure student achievement. This study looks at how a small-sample group (n=13) of urban 10th graders answer a series of MC items from New York's Global History and Geography Regents exam. This exam was designed to measure students' knowledge of world history and students' ability to think historically. Data was gathered by asking student-participants to "think aloud" when answering the items and conducting interview immediately following completion of the test in which participants were asked to explain their answers. The findings indicate that the MC questions were not effective measures of participant knowledge of historical facts, nor were they effective measures of participants' ability to think historically.

ISBN: 9780549201304Subjects--Topical Terms:

626645
Education, Administration.

Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes.
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245 1 0 $a Measuring achievement in history: Multiple-choice, high-stakes and unsure outcomes.
300 $a 322 p.
500 $a Adviser: Sarah Woodward Beck.
500 $a Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3819.
502 $a Thesis (Ph.D.)--New York University, 2007.
520 $a Standards-based accountability systems are the most popular school reform effort in the United States today. Many of these systems use high-stakes exams to hold students, more than other stakeholders, accountable. In fact, standardized tests are the most popular instrument for gathering data for use in accountability systems. The exams themselves are overwhelmingly reliant on the use of multiple-choice (MC) questions to measure student achievement of state standards. Standard psychometric practice, however, does not include an analysis of qualitative data about how students answer MC questions. Thus, little is known about the extent to which these items measure student achievement. This study looks at how a small-sample group (n=13) of urban 10th graders answer a series of MC items from New York's Global History and Geography Regents exam. This exam was designed to measure students' knowledge of world history and students' ability to think historically. Data was gathered by asking student-participants to "think aloud" when answering the items and conducting interview immediately following completion of the test in which participants were asked to explain their answers. The findings indicate that the MC questions were not effective measures of participant knowledge of historical facts, nor were they effective measures of participants' ability to think historically.
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