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Autor/inn/en | Abreu-Mendoza, Roberto A.; Chamorro, Yaira; Matute, Esmeralda |
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Titel | Psychometric Properties of the WRAT Math Computation Subtest in Mexican Adolescents |
Quelle | In: Journal of Psychoeducational Assessment, 37 (2019) 8, S.957-972 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Abreu-Mendoza, Roberto A.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0734-2829 |
DOI | 10.1177/0734282918809793 |
Schlagwörter | Achievement Tests; Mathematics Tests; Computation; High School Freshmen; Psychometrics; Scores; Test Validity; Test Reliability; Adolescents; Gender Differences; Foreign Countries; Mexico; Wide Range Achievement Test Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Psychometry; Psychometrie; Testvalidität; Testreliabilität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechterkonflikt; Ausland; Mexiko |
Abstract | The goal of this study was to provide normative scores and examine the psychometric properties of the Math Computation subtest of the Wide Range Achievement Test--IV (WRAT-IV) for Mexican adolescents after the completion of junior high school. We group-administered this subtest to 1,318 first-year Mexican high school students. We then obtained its overall internal reliability and examined its underlying factor structure. Finally, we determined its concurrent and criterion validity by evaluating a subsample of 106 students that included adolescents with mathematical difficulty, mathematical talent, and typical performance. Results showed that the subtest has a good internal reliability and appropriate psychometric characteristics, suggesting its appropriateness for the detection of adolescents with particular difficulty or ability in mathematics. The exploratory factor analysis identified three factors: arithmetic, fractions and basic algebra, and rational numbers. There were also sex differences in the number of correct responses, but the effect size was small. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |