Work

The Quality of Content Analyses of State Student Achievement Tests and Content Standards

Year: 2008

Type: article

Abstract: This article examines the reliability of content analyses of state student achievement tests and state content standards. We use data from two states in three grades in mathematics and English language arts and reading to explore differences by state, content area, grade level, and document type. Using a generalizability framework, we find that reliabilities for four coders are generally greater than .80. For the two problematic reliabilities, they are partly explained by an odd rater out. We conclude that the content analysis procedures, when used with at least five raters, provide reliable information to researchers, policymakers, and practitioners about the content of assessments and standards.

Source: Educational Measurement Issues and Practice

DOI: 10.1111/j.1745-3992.2008.00134.x

Authors: Andrew C. Porter, Morgan S. Polikoff, Tim Zeidner, John Smithson

Institutions: University of Pennsylvania, University of Wisconsin–Madison

Language: English

Topic: Educational Assessment and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funders: U.S. Department of Education, University of Pennsylvania, Institute of Education Sciences, Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison