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| TABLE OF CONTENTS |
TABLE OF CONTENTS |
LIST OF TABLES |
LIST OF FIGURES |
ACKNOWLEDGEMENTS
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| 1. |
Introduction
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1.1 |
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Background |
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1.2 |
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Rationale for the 2010 Mod-MSA: Reading |
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1.3 |
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Eligibility Criteria for the Mod-MSA: Reading
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1.4 |
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Test Administration of the 2010 Mod-MSA: Reading |
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Test Materials |
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Test Administration Schedule |
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Student Participation |
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Accommodations for Assessment |
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Test Format |
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Security of Test Materials |
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1.5 |
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Quality Control Procedures |
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1.6 |
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Item Bank Construction
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| 2. |
Test Design, Development, and Scoring of the 2010 Mod-MSA: Reading
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2.1 |
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Test Design and Structure of the 2010 Mod-MSA: Reading |
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2.2 |
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Development and Review of the 2010 Mod-MSA: Reading |
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National Psychometric Council |
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Content Review Committee |
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Bias Review Committee |
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Vision Review Committee |
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2.3 |
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Operational Form Structure of the 2010 Mod-MSA: Reading |
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2.4 |
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Item Analyses Undertaken Prior to the Creation of the Operational Forms |
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Classical Item Analyses |
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Differential Item Functioning Analyses |
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Item Response Theory (IRT) Analyses |
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2.5 |
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Items Flagged for Inspection Prior to the Creation of the Operational Forms |
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2.6 |
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Items Selected for the 2010 Operational Tests |
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2.7 |
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Scoring Procedures of the 2010 Mod-MSA: Reading
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| 3. |
Central Tendency Measures and Classical Item Analyses of the 2010 Mod-MSA: Reading
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3.1 |
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Measures of Central Tendency |
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Standard Error of the Mean |
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3.2 |
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Item-Level Descriptive Statistics
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| 4. |
Scale Creation, Equating and Raw Scores to Scale Scores Conversion via Item Response Theory Procedures
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The Rasch Model |
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4.1 |
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Calibration and Scaling Procedures for Grades 3 to 5 |
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4.2 |
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Specifics for Creating the Base Scale for the Mod-MSA: Reading Grades 3-5 |
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4.3 |
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Calibration Equating the 2010 Mod-MSA: Reading Grades 6-8 |
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4.4 |
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Specifics of Linking and Equating the 2010 Mod-MSA Grades 6-8: Reading |
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4.5 |
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Reporting Scale Scores for the 2010 Mod-MSA: Reading |
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4.6 |
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Score Interpretation |
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4.7 |
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Final Performance Level Cut Points for the Mod-MSA: Reading
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| 5. |
Comparative Classical and IRT Stats Across Years for the Common Items Used in Grades 6-8
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| 6. |
IRT Item Level Statistics for the 2010 Mod-MSA: Reading
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6.1 |
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Rationale for the Use of the Rasch Model |
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6.2 |
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Fit Statistics for the Rasch Model |
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Mean-Square |
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6.3 |
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Rasch Item Level Statistics
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| 7. |
Test Reliability
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7.1 |
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Precision and Reliability (Classical Methods) |
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Standard Error of Measurement (SEM) of the Test |
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Cronbach’s Alpha (KR20) |
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7.2 |
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IRT Method in Measuring Precision of the Test |
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7.3 |
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Decision Accuracy and Consistency at the Cut Scores
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| 8. |
Test Validity
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8.1 |
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Test Validity for the 2010 Mod-MSA: Reading |
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Evidence from Internal Structure of the Tests |
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8.2 |
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Unidimensionality Analysis for the 2010 Mod-MSA: Reading
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| 9. |
Summary of Operational Test Results of the 2010 Mod-MSA: Reading
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9.1 |
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Classical Descriptive Test Statistics |
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9.2 |
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Scale Score Descriptive Statistics |
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9.3 |
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Frequency of Students at Each Proficiency Level by Grade |
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9.4 |
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Test Characteristic Curves, Test Information Functions, and Conditional Standard Errors of Measurement
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| 10. |
References
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APPENDICES
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| A.
| Operational Items Selected After Data Review |
| B.
| Item Distractor Analyses |
| C.
| Frequency Distribution Histograms of Scale Scores |
| D.
| Standard Setting Report |
| E.
| Alignment of the 2010 Mod-MSA: Reading Items to the State Standards |
| F.
| Identifying Students for Participation in the Mod-MSA: Reading Program |
| G.
| Comparability Study of Paper and Pencil, and Online Administration of the Mod-MSA
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