Conference
Establishing Statistical Significance for Comparisons Using Pattern-Based Items: Change at Scale
| العنوان: | Establishing Statistical Significance for Comparisons Using Pattern-Based Items: Change at Scale |
|---|---|
| اللغة: | English |
| المؤلفون: | Walter M. Stroup, Anthony Petrosino, Corey Brady, Karen Duseau |
| المصدر: | North American Chapter of the International Group for the Psychology of Mathematics Education. 2023 (pter). |
| الاتاحة: | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| تاريخ النشر: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 16152 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Statistical Significance, Comparative Analysis, Research Methodology, Evaluation Methods, Evidence Based Practice, Educational Research, Nonparametric Statistics, Test Items, Item Response Theory, Multiple Choice Tests, Achievement Tests, Mathematics Tests, Alternative Assessment |
| مصطلحات جغرافية: | Texas |
| Assessment and Survey Identifiers: | State of Texas Assessments of Academic Readiness (STAAR) |
| مستخلص: | Tests of statistical significance often play a decisive role in establishing the empirical warrant of evidence-based research in education. The results from pattern-based assessment items, as introduced in this paper, are categorical and multimodal and do not immediately support the use of measures of central tendency as typically related to interpretations of measures of statistical significance. Responses from the duplicate implementation of selected pattern-based items (PBIs) in successive grades (3-8) as part of the statewide Interim Assessment Program in Texas are used to illustrate how non-parametric methods can be used to establish statistically significant comparisons of student results. Not all the repeat-item results improved across years. [For the complete proceedings, see ED657822.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | ED657914 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |