Dimensionality of NAEP Instruments That Incorporate Polytomously-Scored Items.

Autor/in	Carlson, James E.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Dimensionality of NAEP Instruments That Incorporate Polytomously-Scored Items.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Simulation; Correlation; Elementary Secondary Education; Factor Analysis; Mathematics Tests; Maximum Likelihood Statistics; Models; National Programs; Reading Tests; Sample Size; Scoring; Student Evaluation; Test Items; Testing Programs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Korrelation; Faktorenanalyse; Analogiemodell; nicht übertragen; Lesetest; Bewertung; Schulnote; Studentische Bewertung; Test content; Testaufgabe
Abstract	In this article some results are presented relating to the dimensionality of instruments containing polytomously scored as well as dichotomously scored items, concentrating on the 1992 National Assessment of Educational Progress' (NAEP) mathematics and reading assessment data and several simulated datasets. The maximum likelihood factor analytic procedure of the LISREL 7 computer program was used. Results were evaluated through use of residuals from the fitted model. The square root of the mean squared residual was the statistic used. Overall sample sizes for mathematics were 1,125, 1,173, and 1,064 for grades 4, 8, and 12, respectively. For reading, the sizes were 1,169, 1,271, and 1,139 for each grade, respectively. Results suggest that the dimensionality of data structures in the NAEP assessment is generally not affected by the inclusion of polytomously scored items, but the data structures cannot be generalized to other situations. One reason is the size of the correlations among the scales of the NAEP, and another is the small number of conditions simulated in this study. In addition, the number of polytomously scored items was limited in the 1992 assessment. Eight tables present analysis results, and four figures illustrate the square roots of the mean squared residuals (Contains 32 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC