Presentation is loading. Please wait.

Presentation is loading. Please wait.

American Mathematics Competition. ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)

Published byAustin Hunter Modified over 8 years ago

Similar presentations

Presentation on theme: "American Mathematics Competition. ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)"— Presentation transcript:

1 American Mathematics Competition

2 ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)

3 ACM Scores of 1999: Cumulative Distribution by Gender (n= 107,441 USA 8th Graders)

4 ACM Scores of 2000: Cumulative Distribution by Gender (n= 102,073 USA 8th Graders)

5 ACM Scores of 2001: Cumulative Distribution by Gender (n= 85,900 USA 8th Graders)

6 ACM 1998 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* 2.9016.5821.19 8.8612.5023.18 4.7711.4519.17 9.7717.4425.14 7.7618.4024.12 3.7010.38 15.6713.38 6.6414.24 1.5922.24 5.5920.19 Note. * Percentage responding correctly to item.

7 ACM 1999 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* 4.9317.4715.25 6.8820.447.22 1.8319.4124.22 3.735.3925.20 8.6911.3723.19 9.5822.35 10.5218.32 12.5013.31 16.5014.30 2.4921.27 Note. * Percentage responding correctly to item.

8 ACM 2000 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* 1.947.3324.18 4.9323.3025.17 8.8320.285.16 6.569.2519.14 2.5310.2521.08 18.4811.24 16.4117.24 3.4014.22 15.4012.20 13.3922.18 Note. * Percentage responding correctly to item.

9 ACM 2001 Item Difficulty Index Item #Item Difficulty*Item #Item Difficulty*Item #Item Difficulty* 3.9123.4319.21 2.8914.4024.21 1.856.3816.15 5.6310.3718.15 15.6012.349.13 4.5117.34 11.5020.29 22.5013.28 7.4521.24 8.4325.23 Note. * Percentage responding correctly to item.

10 Gender Impact on Item Difficulty Index (1998) Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF 5.63.55.088.88.84.0412.50.49.01 9.80.73.0711.47.43.0424.13.11.01 15.70.63.0720.21.17.044.77.00 16.62.55.0721.21.17.042.90.91-.01 17.47.40.0718.42.39.033.70.71-.01 10.41.35.066.65.63.02 1.62.57.057.77.75.02 13.40.36.0522.24.23.02 14.26.21.0523.19.17.02 19.19.14.0525.15.13.02 Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

11 Percent Responding Correctly to Item 5 by Quintile and by Gender (1998)

12 Percent Responding Correctly to Item 9 by Quintile and by Gender (1998)

13 Percent Responding Correctly to Item 15 by Quintile and by Gender (1998)

14 Gender Impact on Item Difficulty Index 1999 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF 5.44.34.1015.27.23.0419.42.41.01 14.34.26.094.95.92.031.84.83.00 2.52.46.078.71.67.033.73 -.01 13.35.28.0611.38.36.036.87.88-.01 16.53.47.0621.28.25.0312.49.50-.01 22.39.32.0623.20.17.03 10.55.50.0518.33.31.02 20.47.41.0524.23.21.02 7.25.20.0425.21.19.02 9.60.56.0417.48.47.01 Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

15 Percent Responding Correctly to Item 5 by Quintile and by Gender (1999)

16 Percent Responding Correctly to Item 14 by Quintile and by Gender (1999)

17 Percent Responding Correctly to Item 2 by Quintile and by Gender (1999)

18 Gender Impact on Item Difficulty Index 2000 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF 10.30.20.1014.24.20.0419.14.13.01 7.37.28.0921.10.06.0424.19.18.01 15.45.36.093.41.38.031.94.95.00 16.45.38.089.26.24.034.93.00 6.60.53.0717.25.23.0323.29.32-.02 12.24.17.0711.25.23.02 5.19.13.0622.19.17.02 20.31.25.0625.18.16.02 2.55.51.048.83.82.01 13.41.37.0418.48.01 Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

19 Percent Responding Correctly to Item 10 by Quintile and by Gender (2000)

20 Percent Responding Correctly to Item 7 by Quintile and by Gender (2000)

21 Percent Responding Correctly to Item 15 by Quintile and by Gender (2000)

22 Gender Impact on Item Difficulty Index 2001 Item # Item Difficulty* Item # Item Difficulty* Item # Item Difficulty* MFd**MF MF 17.40.27.131.87.83.0418.16.14.02 22.57.44.139.15.12.0420.30.28.02 15.65.54.1221.26.22.042.89.00 5.68.59.103.92.89.0323.43.44-.01 19.26.16.104.52.49.036.37.40-.02 10.41.33.0911.52.49.03 8.47.39.0716.17.14.03 13.32.24.0724.23.20.03 12.36.31.057.46.44.02 25.25.20.0514.41.39.02 Note. * Percentage responding correctly to item. ** Percent difference between male (M) and female (F) students responding correctly.

23 Percent Responding Correctly to Item 17 by Quintile and by Gender (2001)

24 Percent Responding Correctly to Item 22 by Quintile and by Gender (2001)

25 Percent Responding Correctly to Item 15 by Quintile and by Gender (2001)

26 Item Discrimination Index 1998 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* 569.0954.32322.7 1667.4751.02221.6 1066.7350.9221.5 1264.11844.62419.9 1564.01443.72519.4 1161.8839.2 1761.7438.1 160.52036.3 1360.51928.7 659.42123.8 Note. * Percent difference between top and bottom quintiles responding correctly.

27 Percent Responding Correctly to Item 5 by Quintile and by Gender (1998)

28 Percent Responding Correctly to Item 16 by Quintile and by Gender (1998)

29 Percent Responding Correctly to Item 10 by Quintile and by Gender (1998)

30 Item Discrimination Index 1999 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* 576.32253.0624.2 1070.81251.62324.2 1966.7846.72521.8 1764.3745.72417.1 1863.3345.6412.4 261.01143.2 1658.82042.4 1458.62137.6 955.91536.1 1355.9128.7 Note. * Percent difference between top and bottom quintiles responding correctly.

31 Percent Responding Correctly to Item 5 by Quintile and by Gender (1999)

32 Percent Responding Correctly to Item 10 by Quintile and by Gender (1999)

33 Percent Responding Correctly to Item 19 by Quintile and by Gender (1999)

34 Item Discrimination Index 2000 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* 673.51747.72519.4 1668.61244.92115.4 1567.22044.2414.9 764.1942.01912.9 1056.21134.7110.7 354.9833.1 253.81430.1 1849.42422.7 548.72221.5 1347.92321.0 Note. * Percent difference between top and bottom quintiles responding correctly.

35 Percent Responding Correctly to Item 6 by Quintile and by Gender (2000)

36 Percent Responding Correctly to Item 16 by Quintile and by Gender (2000)

37 Percent Responding Correctly to Item 15 by Quintile and by Gender (2000)

38 Item Discrimination Index 2001 Item #Item Discrimination* Item #Item Discrimination* Item #Item Discrimination* 875.31155.2228.9 1264.92253.5325.7 462.42048.12422.1 1361.71944.81821.0 1561.41442.42313.2 1760.91642.1 559.1136.6 758.42536.6 1056.12132.8 655.3930.3 Note. * Percent difference between top and bottom quintiles responding correctly.

39 Percent Responding Correctly to Item 8 by Quintile and by Gender (2001)

40 Percent Responding Correctly to Item 12 by Quintile and by Gender (2001)

41 Percent Responding Correctly to Item 4 by Quintile and by Gender (2001)

Download ppt "American Mathematics Competition. ACM Scores of 1998: Cumulative Distribution by Gender (n= 107,894 USA 8th Graders)"

Similar presentations

Memory Test.

Memory Test.
Item Analysis What makes a question good??? Answer options?

Item Analysis What makes a question good??? Answer options?
Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,

Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,
Lesson Seven Item Analysis. Contents Item Analysis Item Analysis Item difficulty (item facility) Item difficulty (item facility) Item difficulty Item.

Lesson Seven Item Analysis. Contents Item Analysis Item Analysis Item difficulty (item facility) Item difficulty (item facility) Item difficulty Item.
1 Labor Market Introductory Standard Analysis Introductory Standard Analysis Supply of labor Demand for labor Wages – real and nominal Market clears –

1 Labor Market Introductory Standard Analysis Introductory Standard Analysis Supply of labor Demand for labor Wages – real and nominal Market clears –
Objective Exam Score Distribution. Item 12345678910 Difficulty 0.420.950.820.660.890.870.760.340.680.92 Power 0.630.110.160.470.110.260.16 0.210.05 Item11121314151617181920.

Objective Exam Score Distribution. Item Difficulty Power Item
© 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment.

© 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 16 Classroom Assessment.
An Analysis of Factors Influencing the Attendance of 1 st Year University Students Angela Joyce National University of Ireland, Galway.

An Analysis of Factors Influencing the Attendance of 1 st Year University Students Angela Joyce National University of Ireland, Galway.
Item Analysis Prof. Trevor Gibbs. Item Analysis After you have set your assessment: How can you be sure that the test items are appropriate?—Not too easy.

Item Analysis Prof. Trevor Gibbs. Item Analysis After you have set your assessment: How can you be sure that the test items are appropriate?—Not too easy.
Lesson Nine Item Analysis.

Lesson Nine Item Analysis.
Table 6.1 Share of Aggregate Income Received by Families by Each Income Quintile, 1929–2001 Income quintile19291936194719601970198019902001 Lowest4.15.04.85.45.34.64.2.

Table 6.1 Share of Aggregate Income Received by Families by Each Income Quintile, 1929–2001 Income quintile Lowest
Quantitative Data Analysis Definitions Examples of a data set Creating a data set Displaying and presenting data – frequency distributions Grouping and.

Quantitative Data Analysis Definitions Examples of a data set Creating a data set Displaying and presenting data – frequency distributions Grouping and.
Classical Test Theory By ____________________. What is CCT?

Classical Test Theory By ____________________. What is CCT?
FREQUENCY DISTRIBUTION. Objectives; Organize data in the form of frequency distribution Distinguish an exact limits, class mark, class intervals, cumulative.

FREQUENCY DISTRIBUTION. Objectives; Organize data in the form of frequency distribution Distinguish an exact limits, class mark, class intervals, cumulative.
- 1 - Organizational Culture and Employee Engagement 18 th Percentile ENGAGEMENT FACTOR 89 th Percentile Bottom 25 Top 25 DOCS OVERALL.

- 1 - Organizational Culture and Employee Engagement 18 th Percentile ENGAGEMENT FACTOR 89 th Percentile Bottom 25 Top 25 DOCS OVERALL.
Sociology: Your Compass for a New World Robert J. Brym and John Lie Wadsworth Group/Thomson Learning © 2003.

Sociology: Your Compass for a New World Robert J. Brym and John Lie Wadsworth Group/Thomson Learning © 2003.
New Mexico Asian Family Center FY12 Client Demographics July 1, 2011 to June 30, 2012.

New Mexico Asian Family Center FY12 Client Demographics July 1, 2011 to June 30, 2012.
Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,

Chapter 10. Lorenz Curve and Gini Coefficient Measure distribution of thing your interested in. E.g.   Share of largest firms in an oligopolistic industry,
Decimals and Percents Karla Gonzalez 8 th Grade Mathematics.

Decimals and Percents Karla Gonzalez 8 th Grade Mathematics.
Techniques to improve test items and instruction

Techniques to improve test items and instruction

Similar presentations

Ads by Google