Evidence of Construct Validity in Published Achievement Tests [electronic resource] / Victor Nolet and Gerald Tindal.
Valid interpretation of test scores is the shared responsibility of the test designer and the test user. Test publishers must provide evidence of the validity of the decisions their tests are intended to support, while test users are responsible for analyzing this evidence and subsequently using the...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 100 | 1 | |a Nolet, Victor. | |
| 245 | 1 | 0 | |a Evidence of Construct Validity in Published Achievement Tests |h [electronic resource] / |c Victor Nolet and Gerald Tindal. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 31 p. | ||
| 500 | |a ERIC Document Number: ED322201. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). |5 ericd. | ||
| 520 | |a Valid interpretation of test scores is the shared responsibility of the test designer and the test user. Test publishers must provide evidence of the validity of the decisions their tests are intended to support, while test users are responsible for analyzing this evidence and subsequently using the test in the manner indicated by the publisher. Publishers of achievement batteries provide a variety of types of data to support the technical adequacy of their tests; however, the utility of this information as evidence of construct validity has not been explored. This study analyzed data provided by achievement test publishers to investigate the existence of a network of evidence to support various inferences about the meaning of scores obtained from these measures. Focus was on examining various aspects of the construct validity of published norm-referenced achievement test batteries. Nine group and four individually administered achievement tests were reviewed. The materials examined for each test included student response booklets, scoring protocols, administration manuals, objectives lists, test coordinators' handbooks, and technical manuals. Results show that achievement test batteries are adequate measures of general achievement in the broadly defined constructs of reading, mathematics, and language expression; however, inferences about student performance in skill areas represented by the various subtests included in most achievement batteries seem not to be supported. It is concluded that test publishers are ill-advised to demarcate many subskills in the categories of reading, language, and mathematics. Reliability and validity data indicate that the fewer the number of facets into which constructs are divided, the better. The published achievement test batteries studied seem to have convergent validity but no discriminant validity and mono-operation bias, severely limiting the kinds of inferences that can be made. These tests fail to represent the wide range of classroom-relevant behaviors that are components of each construct. Four tables are included. (RLC) | ||
| 650 | 1 | 7 | |a Achievement Tests. |2 ericd. |
| 650 | 1 | 7 | |a Construct Validity. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Norm Referenced Tests. |2 ericd. |
| 650 | 0 | 7 | |a Scoring. |2 ericd. |
| 650 | 0 | 7 | |a Standardized Tests. |2 ericd. |
| 650 | 1 | 7 | |a Test Interpretation. |2 ericd. |
| 650 | 0 | 7 | |a Test Results. |2 ericd. |
| 650 | 0 | 7 | |a Test Use. |2 ericd. |
| 650 | 0 | 7 | |a Test Validity. |2 ericd. |
| 700 | 1 | |a Tindal, Gerald. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED322201.pdf |z Full Text (via ERIC) |
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