Determining and Testing an Alternative Model for the Evaluation of Responses to a Standardized Test of Mathematics

Abstract

State 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.