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NAEP Analysis and Scaling → Estimation of NAEP Score Scales → NAEP Scales → Scale Composition by Item Type for New and Trend Blocks → Assembly Unit and Scale Composition, Grade 8 Technology and Engineering Literacy (TEL) National Assessment: 2018
NAEP Technical DocumentationAssembly Unit and Scale Composition, Grade 8 Technology and Engineering Literacy (TEL) National Assessment: 2018
| Assembly unit | Total number of items | Number of multiple-choice items | Number of constructed-response items | ||||
|---|---|---|---|---|---|---|---|
| 2-category | 3-category | 4-category | 5-category | 6-category | |||
| Total | 179 | 40 | 62 | 66 | 9 | 1 | 1 |
| T1 | 12 | 2 | 3 | 7 | 0 | 0 | 0 |
| T3 | 11 | 3 | 2 | 6 | 0 | 0 | 0 |
| T5 | 11 | 0 | 9 | 2 | 0 | 0 | 0 |
| T6 | 9 | 1 | 2 | 5 | 1 | 0 | 0 |
| T7 | 8 | 1 | 4 | 1 | 1 | 1 | 0 |
| T8 | 9 | 2 | 4 | 2 | 1 | 0 | 0 |
| T9 | 12 | 4 | 3 | 4 | 1 | 0 | 0 |
| T10 | 13 | 4 | 2 | 6 | 1 | 0 | 0 |
| T12 | 9 | 2 | 3 | 2 | 1 | 0 | 1 |
| T13 | 11 | 1 | 6 | 4 | 0 | 0 | 0 |
| T14 | 12 | 3 | 0 | 7 | 2 | 0 | 0 |
| T15 | 11 | 5 | 1 | 5 | 0 | 0 | 0 |
| T16 | 10 | 0 | 5 | 5 | 0 | 0 | 0 |
| T17 | 14 | 3 | 6 | 4 | 1 | 0 | 0 |
| T20 | 16 | 7 | 6 | 3 | 0 | 0 | 0 |
| T21 | 11 | 2 | 6 | 3 | 0 | 0 | 0 |
|
NOTE: For a small number of constructed-response items, adjacent categories were combined. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Univariate | 40 | 6 | 1 | 62 | 10 | 0 | 64 | 13 | 0 | 12 | 1 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Total | 40 | 7 | 1 | 62 | 10 | 0 | 68 | 12 | 0 | 9 | 1 |
| Technology and society | 12 | 4 | 1 | 24 | 3 | 0 | 23 | 5 | 0 | 3 | 0 |
| Design and systems | 10 | 2 | 0 | 15 | 2 | 0 | 21 | 1 | 0 | 3 | 0 |
| Information and communication technology | 18 | 1 | 0 | 23 | 5 | 0 | 24 | 6 | 0 | 3 | 1 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Total | 40 | 5 | 1 | 62 | 10 | 0 | 70 | 10 | 0 | 8 | 1 |
| Communicating and collaborating | 8 | 1 | 0 | 16 | 2 | 0 | 14 | 1 | 0 | 1 | 0 |
| Developing solutions and achieving goals | 17 | 1 | 1 | 41 | 7 | 0 | 39 | 8 | 0 | 6 | 1 |
| Understanding technological principles | 15 | 3 | 0 | 5 | 1 | 0 | 17 | 1 | 0 | 1 | 0 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Univariate | 34 | 5 | 1 | 51 | 10 | 0 | 51 | 13 | 0 | 12 | 1 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Total | 34 | 5 | 1 | 51 | 10 | 0 | 54 | 12 | 0 | 9 | 1 |
| Technology and society | 9 | 2 | 1 | 21 | 3 | 0 | 15 | 5 | 0 | 3 | 0 |
| Design and systems | 8 | 2 | 0 | 12 | 2 | 0 | 17 | 1 | 0 | 3 | 0 |
| Information and communication technology | 17 | 1 | 0 | 18 | 5 | 0 | 22 | 6 | 0 | 3 | 1 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
| Scale | Multiple-choice items | Dichotomously scored constructed-response items | Polytomously scored constructed-response items | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Concurrent | Split | Dropped | Concurrent | Split | Dropped | Polytomous (uncollapsed) | Dichotomous collapsed | Polytomous collapsed | Split | Dropped | |
| Total | 34 | 5 | 1 | 50 | 11 | 0 | 56 | 9 | 0 | 7 | 1 |
| Communicating and collaborating | 7 | 1 | 0 | 14 | 2 | 0 | 12 | 0 | 0 | 0 | 0 |
| Developing solutions and achieving goals | 15 | 1 | 1 | 32 | 8 | 0 | 31 | 8 | 0 | 6 | 1 |
| Understanding technological principles | 12 | 3 | 0 | 4 | 1 | 0 | 13 | 1 | 0 | 1 | 0 |
|
NOTE: "Concurrent" and "uncollapsed" denote items that were scaled as the same items across assessment years. "Split" denotes items that were scaled as different items in each assessment year. Items may be split if they display cross-year drift and need to be treated as separate items. "Dropped" denotes items that were deleted from the final scaling. "Collapsed" denotes items that had categories that were combined and recoded for scaling. Polytomous items may be collapsed if they show IRT misfit and adjacent categories need to be combined to achieve better IRT model fit. For multiple-choice and dichotomously scored constructed-response items, the total number of items is the sum of the three categories: concurrent, split, and dropped. The number of concurrent polytomously scored constructed-response items is equal to the total number in the first three categories under "Polytomously scored constructed-response items." SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2018 Technology and Engineering Literacy (TEL) Assessment. | |||||||||||
Last updated 26 January 2023 (ML)