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| Autor/inn/en | Wiley, David E.; und weitere |
|---|---|
| Institution | CEMREL, Inc., Chicago, IL. ML-GROUP for Policy Studies in Education.; Northwestern Univ., Evanston, IL. |
| Titel | Test Validity and National Educational Assessment: A Conception, a Method, and an Example. |
| Quelle | (1981)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monografie |
| Schlagwörter | Forschungsbericht; Educational Assessment; Elementary Education; Error of Measurement; Latent Trait Theory; Maximum Likelihood Statistics; Models; National Competency Tests; Reading Comprehension; Reading Skills; Standardized Tests; Test Validity; Testing Problems |
| Abstract | This paper brings to first fruition an analytic schema based on four elements which involve a conception of skills independent or particular testing devices: (1) the development and application of a class of statistical models incorporating qualitative definitions of skill, distorted in item response by errors conceived as misclassifications; (2) a critique and reformation of the concept of test validity--making more concrete and specific the implications of invalidity; and (3) an integration and fusion of these concepts which allows meaningful empirical analyses of item response data. This conception/model is exemplified as contributing to the clarification of previously intractable technical and policy issues in the testing field. (Author/GK) |
| Begutachtung | unbekannt |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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