By Imran N Hosein
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Additional info for A Muslim Response to the Attack on America
Under this design, blocks of items within each content domain are administered to groups of students, making it possible to administer a large number and range of items during a relatively brief testing period. Consequently, each student takes only a few items in a given content area—too few to serve as a basis for individual scores. Because NAEP’s current system for developing and field testing items was set up to support the construction of a system of “arbitrary” test forms in an efficient matter, it does not yet have guidelines for constructing market baskets or intact tests.
According to McConachie, only when tests are “demystified” will the public understand what is being tested and why, and only then will the public support the continued gathering of this important information. Other workshop discussants commented that public release of test items, scoring rubrics, and student work samples could serve to further public understanding of what NAEP tests. Many felt that the public is not generally aware of the difficulty level of the material covered on achievement tests today.
Tauequivalent forms are closely related but not strictly parallel. For example, they may have the same mix of items but may differ with regard to the numbers of items. Congeneric forms are less closely related and, for example, may include the same essential mix of knowledge and skills but may differ in terms of the number, difficulty, and sensitivities of the items included. Arbitrary forms are only generally related to the same content domain, and, for example, may differ considerably as to the mix, number, format, or content of items.
A Muslim Response to the Attack on America by Imran N Hosein