Examining the Use and Construct Fidelity of Technology-Enhanced Items Employed by K-12 Testing Programs

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2019-09-27 DOI:10.1080/10627197.2019.1670055

M. Russell, Sebastian Moncaleano

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引用次数: 4

Abstract

ABSTRACT Over the past decade, large-scale testing programs have employed technology-enhanced items (TEI) to improve the fidelity with which an item measures a targeted construct. This paper presents findings from a review of released TEIs employed by large-scale testing programs worldwide. Analyses examine the prevalence with which different types of TEIs are employed and the content areas and grade levels in which they are employed. The analyses apply the Technology-Enhanced Item Utility Framework to examine the fidelity with which current TEIs represent targeted constructs. The analyses indicate that the most common type of TEI employed by testing programs is a drag-and-drop response interaction. Analyses indicate that approximately 40% of the TEIs examined provide a high-level of construct fidelity, while an approximately equal proportion provide low construct fidelity. Finally, the data indicate that a large portion of drag-and-drop items are of low fidelity while other TEI types provide moderate or high fidelity.

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检验K-12测试项目中技术增强项目的使用和构建保真度

摘要在过去的十年里，大规模的测试项目采用了技术增强项目（TEI）来提高项目测量目标结构的保真度。本文介绍了对世界范围内大规模测试项目使用的已发布TEI的审查结果。分析考察了不同类型TEI的使用率以及使用它们的内容领域和等级水平。分析应用技术增强型项目实用程序框架来检查当前TEI表示目标结构的保真度。分析表明，测试程序使用的最常见的TEI类型是拖放响应交互。分析表明，大约40%的TEI提供了高水平的结构保真度，而大约相同比例的TEI则提供了低结构保真度。最后，数据表明，大部分拖放项目是低保真度的，而其他TEI类型提供中等或高保真度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.