An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.

Autor/inn/en	Bolt, Daniel; Ackerman, Terry
Titel	An Examination of the Influence of Expository and Narrative Passages on the Dimensionality of the IGAP Reading Test.
Quelle	(1994), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Context Effect; Correlation; Educational Objectives; Elementary School Students; Elementary Secondary Education; Factor Analysis; Grade 10; Grade 3; Grade 6; Grade 8; Item Response Theory; Reading Achievement; Reading Comprehension; Reading Tests; Secondary School Students; State Programs; Test Format; Test Results; Testing Programs; Illinois + Suchen Sie Ihr Suchwort? Performance; Leistung; Korrelation; Educational objective; Bildungsziel; Erziehungsziel; Faktorenanalyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Item-Response-Theorie; Leseleistung; Leseverstehen; Lesetest; Sekundarschüler; Regierungsprogramm; Testentwicklung
Abstract	The 1993 Illinois Goal Assessment Program (IGAP) Reading Tests measured reading comprehension using both narrative and expository reading passages. Noticeable differences in mean scaled scores occurred depending on whether the 1993 results were equated back to the 1992 narrative test or the 1993 expository test (Hsu and Ackerman, 1994). In an attempt to explain these disparate results, this investigation examines whether combining the two types of passages on a reading test induces multidimensionality. The tests were administered to all Illinois students in grades 3, 6, 8, and 10, and tests from nearly 5,000 examinees were used in the analysis. Results from a principal components factor analysis, a statistical test of dimensionality, and multidimensional item-response theory suggest that items based on the narrative and expository passages measure distinct, yet highly correlated, dimensions. Four figures and five tables present study findings. (Contains 14 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC