A PSYCHOMETRIC ANALYSIS OF TEACHER-MADE BENCHMARK ASSESSMENTS IN ENGLISH LANGUAGE ARTS

dc.contributor.advisorKim, Jwa
dc.contributor.authorMilligan, Andrea
dc.contributor.committeememberElleman, Amy
dc.contributor.committeememberMagne, Cyrille
dc.contributor.departmentEducationen_US
dc.date.accessioned2017-05-26T17:30:58Z
dc.date.available2017-05-26T17:30:58Z
dc.date.issued2017-03-24
dc.description.abstractABSTRACT
dc.description.abstractThe implementation of the Common Core State Standards (CCSS) has placed increased accountability for outcomes on both students and teachers. To address the current youth literacy crisis in the United States, the CCSS call for students to read increasingly complex informational and literary texts. Since teachers are held accountable for students’ mastery of the standards, reliable benchmark tests aligned to the CCSS are crucial to both student and teacher evaluation. The purpose of the study was two-fold. First, classical test theory (CTT) was used to glean information about the reliability and validity of the tests along with basic item analyses for each item. Then, exploratory factor analysis was conducted to confirm the item structure and to ensure the data were suitable for item response theory (IRT) analysis. If exploratory factor analysis revealed a unidimensional structure, IRT was applied to evaluate the strength and weakness of each item. Archival data from tenth grade students enrolled in a public high in North Alabama were used for the analysis. Data from the October, December, and March regular and honors course benchmarks tests were analyzed. Cronbach’s alpha indicated that tests were generally reliable even though honor’s course benchmark test scores were less reliable than regular course benchmark test scores. In addition, exploratory factor analysis partially supported a three-factor solution. Finally, items were generally strong based on CTT and IRT calibrations.
dc.description.degreePh.D.
dc.identifier.urihttp://jewlscholar.mtsu.edu/xmlui/handle/mtsu/5284
dc.publisherMiddle Tennessee State University
dc.subjectBenchmark testing
dc.subjectClassical Test Theory
dc.subjectItem Response Theory
dc.subjectTest Validation
dc.subject.umiEducational tests & measurements
dc.thesis.degreegrantorMiddle Tennessee State University
dc.thesis.degreelevelDoctoral
dc.titleA PSYCHOMETRIC ANALYSIS OF TEACHER-MADE BENCHMARK ASSESSMENTS IN ENGLISH LANGUAGE ARTS
dc.typeDissertation

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