Different Analyses, Different Conclusions? Validity Evidence from the EGMA Spatial Reasoning Subtask

Autor/in	Perry, Lindsey
Titel	Different Analyses, Different Conclusions? Validity Evidence from the EGMA Spatial Reasoning Subtask
Quelle	In: Global Education Review, 5 (2018) 3, S.125-142 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Mathematics Tests; Test Validity; Spatial Ability; Foreign Countries; Item Response Theory; Test Theory; Elementary School Students; Grade 2; Grade 3; Item Analysis; Jordan + Suchen Sie Ihr Suchwort? Testvalidität; Räumliches Vorstellungsvermögen; Ausland; Item-Response-Theorie; Testtheorie; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Itemanalyse
Abstract	As the global development community shifts its focus from improving access to education to improving learning and instruction, the need for instruments that accurately measure student achievement in mathematics and meet technical standards is increasing. This paper explores the importance of collecting high-quality validity evidence that aligns with an instrument's intended uses and interpretations by discussing a new subtask developed for the Early Grade Mathematics Assessment (EGMA). The EGMA Spatial Reasoning subtask was developed by RTI International with funding from the United States Agency for International Development (USAID). To collect validity evidence to support the assumption that the EGMA Spatial Reasoning subtask could be used to determine overall student proficiency in spatial reasoning, the items developed for the subtask were pilot tested with 1,426 students in Jordan. Pilot test data was initially analyzed using Item Response Theory. However, Item Response Theory assumptions were not met, thus, supplemental analyses were conducted using Classical Test Theory. There were differences in the findings using the two different methods, which impacts the interpretations made using this instrument. This paper illustrates the importance of choosing analytic techniques that align with an instrument's intended use in order to make valid interpretations from the data to inform policy and practice. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01