Common Examiner Scoring Errors on Academic Achievement Measures

Autor/inn/en	Harrison, Gina L.; Goegan, Lauren D.; Macoun, Sarah J.
Titel	Common Examiner Scoring Errors on Academic Achievement Measures
Quelle	In: Canadian Journal of School Psychology, 34 (2019) 2, S.98-112 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573518763484
Schlagwörter	Scoring; Error Patterns; Achievement Tests; Novices; Examiners; Special Education; Graduate Study; Graduate Students; Foreign Countries; Cognitive Measurement; Special Education Teachers; Academic Achievement; Canada; Kaufman Test of Educational Achievement; Woodcock Johnson Tests of Achievement; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Bewertung; Fehlertyp; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Examiner; Prüfer; Special needs education; Sonderpädagogik; Sonderschulwesen; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Schulleistung; Kanada; WIAT; Eignungsprüfung; Eignungstest
Abstract	This study examined the scoring errors across three widely used achievement tests (Kaufman Test of Educational Achievement--Second Edition [KTEA-2], Woodcock--Johnson Tests of Achievement--Third Edition [WJ-III], and the Wechsler Individual Achievement Test--Third Edition [WIAT-III]) by novice examiners. A total of 114 protocols were evaluated for differences between the measures on the frequency and type of scoring errors. Within-measure analyses were also conducted to identify particular composites or subtests that might be more prone to error. Among the three measures, the WIAT-III was found to have the most scoring elements and was, therefore, the measure most susceptible to errors in scoring. Irrespective of the measure, more errors occurred on composites requiring greater examiner inference and interpretation, similar to previous studies on the propensity of scoring errors on cognitive measures. Results are discussed in relation to assessment fidelity and to assessment training practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01