The Relationship between Content Area General Outcome Measurement and Statewide Testing in Sixth-Grade World History

Autor/inn/en	Mooney, Paul; McCarter, Kevin S.; Schraven, Jodie; Haydel, Beth
Titel	The Relationship between Content Area General Outcome Measurement and Statewide Testing in Sixth-Grade World History
Quelle	In: Assessment for Effective Intervention, 35 (2010) 3, S.148-158 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508409346052
Schlagwörter	World History; Test Validity; Vocabulary; Objective Tests; Grade 6; Criterion Referenced Tests; Middle School Students; Correlation; Measurement; Race; Sex; Socioeconomic Status; Disabilities; Gifted; Louisiana + Suchen Sie Ihr Suchwort? Weltgeschichte; Testvalidität; Wortschatz; Objektiver Test; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Messverfahren; Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Handicap; Behinderung; Begabter, Hoch Begabter
Abstract	The purpose of the present study was to extend validity research on a content area general outcome measurement tool known as vocabulary matching. Previous research has reported moderately strong to strong correlations between the group-administered vocabulary-matching measure and a standardized assessment instrument. The present study extended the validity research to a statewide accountability assessment. A diverse sample of 146 sixth-grade students from a rural middle school were administered three vocabulary-matching probes and the sixth-grade "i"LEAP ("integrated" Louisiana Educational Achievement Program) social studies criterion-referenced test at different times. Strong correlations were reported between the two measures. Moreover, vocabulary-matching achievement patterns with respect to gender, ethnicity, socioeconomic status, and exceptionality status were similar to those of the "i"LEAP. Alternate-form reliability correlations between the three probes were also strong. Research implications, limitations, and future directions are discussed. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10