The Validity of Standardized Testing in Science

Autor/in	Visone, Jeremy D.
Titel	The Validity of Standardized Testing in Science
Quelle	In: American Secondary Education, 38 (2009) 1, S.46-61 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Standardized Tests; Correlation; Test Validity; Science Achievement; Science Education; Nonfiction; Predictor Variables; Comparative Testing; Critical Reading; Content Area Reading; Criterion Referenced Tests; Equated Scores; Grade 10; Connecticut + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Korrelation; Testvalidität; Naturwissenschaftliche Bildung; Non-fiction; Nichtfiktionaler Text; Prädiktor; Kritisches Lesen; Sinnerfassendes Lesen
Abstract	This study explored the relationship between reading and achievement on a science standardized test. A nonfiction reading subtest and the science section of the Connecticut Academic Performance Test were compared for Grade 10 students at 3 Connecticut high schools. Results showed a moderate-to-strong positive relationship between the variables. The correlation coefficients across the 3 schools for their entire data sets ranged from 0.41 to 0.74. Though this study was not designed to yield conclusions about causation, the consistency of the positive, moderate-to-strong correlations speaks to the existence of a meaningful relationship between the variables. This relationship should cause educators to carefully examine the validity of using language-based standardized tests to assess students' science knowledge, especially for less-proficient readers. (Contains 5 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10