A Study of the Construct Validity of Six Vocational Achievement Tests in the Ohio Vocational Education Achievement Test Program.

Autor/inn/en	Hines, Constance V.; und weitere
Titel	A Study of the Construct Validity of Six Vocational Achievement Tests in the Ohio Vocational Education Achievement Test Program.
Quelle	(1981), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Agricultural Engineering; Auto Mechanics; Carpentry; Distributive Education; Food Service; Home Economics; Secondary Education; State Programs; Test Construction; Test Reliability; Test Validity; Testing Programs; Vocational Education + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Agrarindustrie; Agronomie; Agrarwissenschaft; Hauswirtschaft; Hauswirtschaftslehre; Sekundarbereich; Regierungsprogramm; Testaufbau; Testreliabilität; Testvalidität; Ausbildung; Berufsbildung
Abstract	A study examined the construct validity of six vocational achievement tests used in the Ohio Vocational Achievement Testing Program. (Subject areas covered in the tests were agricultural mechanics, carpentry, diesel mechanics, distributive education for food services personnel, fabric services, and home economics/food service.) In order to validate the six tests, they were administered to 4,627 tenth, eleventh, and twelfth grade students and job incumbents from a wide cross-section of urban, suburban, and rural locations in Ohio. After computing the Kuder Richardson Formula 20 reliability coefficient for each test to measure its internal consistency, researchers assessed the construct validity of each test through a comparative analysis of the performance levels of the above-mentioned groups on the six tests. A two-factor analysis of variance design, incorporating academic aptitude as a blocking factor, was then employed to investigate group differences in performance levels on each test. Evidence gathered from the study suggests the reliability of each of the six tests and their subtests and further suggests that they could be valuable tools to be used by administrators and teachers as part of a curriculum analysis and inspection system. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC