The dissertation describes a study of the instructional validity of the Arizona Instrument to Measure Standards (AIMS), a standards-based assessment. The study addresses the third- and fifth-grade mathematics portion of the 2005 AIMS test, focusing on two performance objectives per grade level. The study addresses the following questions: Can variation in students' mathematics achievement on AIMS be explained by instructional validity measures, namely: (1) alignment between test items and instructional characteristics and (2) by the degree of teacher emphasis on the two skills of interest to the study? Does the relationship between these measures and AIMS performance differ across grade levels? What possible explanations exist to account for grade level differences? Is there a relationship between the instructional validity measures and performance on the objectives of interest to this study?portion of one lesson addressed the third-grade combinations skill and that, while word problems are predominant in the ... Two fifth-grade chapters are almost entirely devoted to graphing concepts and graphs are also regularly included in other ... although the concept of functions is not addressed formally in a lesson until the very end of the book, where multi-step ... separately by grade level, the limited number of teachers interviewed suggests that overall mathematics performanceanbsp;...
|Title||:||An Examination of the Instructional Validity of the Arizona Instrument to Measure Standards|
|Author||:||Megan Eileen Welsh|
|Publisher||:||ProQuest - 2009|