Supplemental information
Purpose: This project contends that the uni-dimensional item response models used to develop the NAEP proficiency scores ignore considerable amounts of potentially useful item-level information about students. To take broader advantage of the information available from the NAEP assessment, this project will use a cognitive diagnosis approach to unravel the inherent multidimensionality of the NAEP assessment.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.