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| Autor/in | Li, Yuan H. |
|---|---|
| Titel | An Evaluation of the Construct Validity for the Multiple-Subject Testing Programs. |
| Quelle | (2001), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement Tests; Construct Validity; Correlation; Elementary Education; Elementary School Students; Performance Based Assessment; State Programs; Structural Equation Models; Testing Programs; True Scores; Comprehensive Tests of Basic Skills |
| Abstract | The primary objective of this study was to examine the construct validity of two multiple-content testing programs, the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) and the performance-based Maryland School Performance Assessment Program (MSPAP), by evaluating the true-score longitudinal associations among multiple-content scores in one school. The CTBS dataset contained scores for 6,841 students with 5 content area scores on 2 grade-level tests. The first set for the MSPAP analyses contained scores for 6,326 students with 6 content area scores on 2 grade-level tests. For cross validation, the second dataset contained 6,547 students. Whether the true-score correlation between two time-period measures of the same content area was higher than the true score correlations with other content areas was evaluated. This criterion was achieved in two (Reading and Mathematics) of the five CTBS/5 content subtests, as well as one (Language) of the six MSPAP content subtests. The structural equation modeling was conducted with a multitrait-multimethod correlation dataset. The traits of Reading and Mathematics were assessed by MSPAP and the old version of the CTBS/4. Although convergent validity existed for these two measures, there was little evidence to support discriminant validity for both measures. (Contains 7 tables and 19 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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