Comparing Science Achievement Constructs: Targeted and Achieved

Autor/inn/en	Ferrara, Steve; Duncan, Teresa
Titel	Comparing Science Achievement Constructs: Targeted and Achieved
Quelle	In: Educational Forum, 75 (2011) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
Schlagwörter	Science Achievement; Academic Achievement; Achievement Tests; Test Construction; Construct Validity; Content Validity; Item Analysis; Item Response Theory; Thinking Skills; Comparative Analysis; Evidence; Grade 6; Learning Processes; Learning Strategies + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Testaufbau; Itemanalyse; Item-Response-Theorie; Denkfähigkeit; Evidenz; School year 06; 6. Schuljahr; Schuljahr 06; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test. Then they describe the science achievement construct intended to be represented by the test, based on the test blueprint. After comparing the two versions--the intended and achieved constructs--they discuss features of achievement constructs defined to guide test design and development. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10