Construct Validity and Other Evidence on the Canadian Tests of Basic Skills for a Large Sample of Grade 10 Students.

Autor/inn/en	Randhawa, Bikkar S.; Randhawa, Jason S.
Titel	Construct Validity and Other Evidence on the Canadian Tests of Basic Skills for a Large Sample of Grade 10 Students.
Quelle	(1989), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Basic Skills; Cognitive Tests; Construct Validity; Factor Analysis; Foreign Countries; Grade 10; High Schools; Information Sources; Mathematics Tests; Reading Comprehension; Sample Size; Secondary School Students; Test Validity; Writing Evaluation; Canada + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Basic skill; Grundfertigkeit; Kognitiver Fähigkeitstest; Faktorenanalyse; Ausland; High school; Oberschule; Information source; Informationsquelle; Leseverstehen; Sekundarschüler; Testvalidität; Kanada
Abstract	The present study, using a sample of 1,491 grade 10 students from a mid-western province in Canada, examined the validity evidence on the Canadian Tests of Basic Skills. Factor analysis of the 34 micro-skills (content by skill/process classification of items) of the four tests indicated that the Reading Comprehension, Written Expression, and Using Sources of Information micro-skills defined one factor and the Mathematics test defined another. The reliability evidence of this sample was reasonably comparable to the standardization sample. Sex-specific differences in mathematics micro-skills suggest clear targets for instructional mediation and future research. Differential prediction of mathematics cognitive skills confirmed uniqueness of mathematical processes. (Eight tables give analysis results.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC