Construct Validation of Group-Administered Achievement Tests Through Individual Testing. BTES. Beginning Teacher Evaluation Study. Technical Note Series. Technical Note III-4. Phase III-A.

Autor/inn/en	Filby, Nikola N.; Dishaw, Marilyn M.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	Construct Validation of Group-Administered Achievement Tests Through Individual Testing. BTES. Beginning Teacher Evaluation Study. Technical Note Series. Technical Note III-4. Phase III-A.
Quelle	(1977), (129 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Elementary Education; Elementary School Mathematics; Grade 2; Grade 5; Group Testing; Individual Testing; Multiple Choice Tests; Reading Achievement; Test Construction; Test Items; Test Validity + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; Elementare Mathematik; Schulmathematik; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Gruppentest; Persönlichkeitstest; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Leseleistung; Testaufbau; Test content; Testaufgabe; Testvalidität
Abstract	This technical note describes part of the work done to develop student achievement tests in reading and mathematics for use in a later phase of the Beginning Teacher Evaluation Study. While the achievement battery consists primarily of group-administered multiple-choice test items, several individual-testing studies were conducted to examine the validity of group-test measures and to gain insight for the improvement of group test items. The sample of students, data collection and analysis procedures, and results and conclusions are presented. The four individual-testing studies were: (1) Decoding skills in grade 2 reading; (2) Place value concepts in grade 2 mathematics; (3) Reading comprehension, grades 2 and 5; and (4) Testing formats in grade 5 mathematics. For each study, a rationale is given for the selection of particular tasks to investigate. Task procedures and materials are described and presented. Results are reported and conclusions are drawn about the appropriateness of group-test items and procedures. Items from each test are appended. (Author/CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC