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dc.contributor.advisorTaylor, Catherine Sen_US
dc.contributor.authorBocell, Fraseren_US
dc.date.accessioned2012-09-13T17:37:14Z
dc.date.available2015-12-14T17:55:51Z
dc.date.issued2012-09-13
dc.date.submitted2012en_US
dc.identifier.otherBocell_washington_0250O_10257.pdfen_US
dc.identifier.urihttp://hdl.handle.net/1773/20833
dc.descriptionThesis (Master's)--University of Washington, 2012en_US
dc.description.abstractState standardized tests of mathematics are generally organized around a set of learning objectives set forth by the state or some other body. Items are sampled from these learning objectives and student reports are often partially based on the number of items within each objective(s) answered correctly. This paper sets forth an alternative method for organizing items on a standardized test of mathematics based on the thinking skills necessary to answer each item. This model is then compared to the traditional learning objective model using confirmatory factor analysis procedures along with a brief analysis of the information provided by each model. While both models provide a reasonable fit to the data, the thinking skills model should provide more useful information for teachers.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoen_USen_US
dc.rightsCopyright is held by the individual authors.en_US
dc.subjectFactor Analysis; Learning Objectives; Mathematics; Middle School; Thinking Skillsen_US
dc.subject.otherEducational tests & measurementsen_US
dc.subject.otherMathematics educationen_US
dc.subject.otherEducation - Seattleen_US
dc.titleDetermining and Testing an Alternative Model for the Evaluation of Responses to a Standardized Test of Mathematicsen_US
dc.typeThesisen_US
dc.embargo.termsRestrict to UW for 2 years -- then make Open Accessen_US


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