In the Cognitively Based Assessment of, for, and as Learning (CBAL™) research initiative, innovative K‐12 prototype tests based on cognitive competency models are developed. This report presents the statistical results of the 2 CBAL Grade 8 writing tests and 2 Grade 7 reading tests administered to students in 20 states in spring 2011. Specifically, classical item statistics including rater reliabilities for human‐scored items, item p+ values, item‐total correlations, item response times, item omit and not‐reached rates, system error rates, differential item functioning, interscore correlations, and reliabilities of subscores and total scores are reported. In addition, t‐tests, multiple comparisons, correlations, and mixed models are used to examine the factors influencing test scores, including test form, test order, and various background variables at the student, teacher, and school levels. The results show that these 4 tests performed reasonably well.
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AbstractThe Cognitively Based Assessment of, for, and as Learning (CBAL TM ) research initiative is aimed at developing an innovative approach to K-12 assessment based on cognitive competency models. Because the choice of scoring and equating approaches depends on test dimensionality, the dimensional structure of CBAL tests must be understood. The purpose of this study was to investigate the dimensionality of 4 CBAL Grade 8 writing tests. Each of the 4 tests focused on one of the following writing genres: persuasive letter/memorandum, research-based report (pamphlet), persuasive essay, and literature essay. Dimensionality was investigated using exploratory and confirmatory factor analyses. The results show multidimensionality and support subscore structures and bifactor task models for all 4 tests.
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