Multitrait-Multimethod Analysis of FCAT Reading and Writing: Or Is It Writing and Reading?

Autor/inn/en	Shermis, Mark D.; Long, Susanne K.
Titel	Multitrait-Multimethod Analysis of FCAT Reading and Writing: Or Is It Writing and Reading?
Quelle	In: Journal of Psychoeducational Assessment, 27 (2009) 4, S.296-311 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282908328639
Schlagwörter	Structural Equation Models; Multitrait Multimethod Techniques; Writing Tests; Validity; Factor Structure; Weighted Scores; Multiple Choice Tests; Reliability; High Stakes Tests; Writing Skills; Federal Legislation; Evaluation; Reading Tests; Reading Comprehension; Accountability; Item Response Theory; Raw Scores; Florida; Florida Comprehensive Assessment Test; Stanford Achievement Tests; Test of Standard Written English + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; Gültigkeit; Faktorenstruktur; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Reliabilität; Writing skill; Schreibfertigkeit; Bundesrecht; Evaluierung; Lesetest; Leseverstehen; Verantwortung; Item-Response-Theorie
Abstract	This study investigated the convergent and discriminant validity of the high-stakes Florida Comprehensive Assessment Test (FCAT) in both reading and writing at grade levels 4, 8, and 10. The data from the 2006 FCAT administration were analyzed via traditional multitrait-multimethod (MTMM) analysis to identify the factor structure and structural equation models (SEMs), to determine the weights of the influential variables underlying the tests. The MTMM analyses suggested that across all grade levels, the correlation between the multiple-choice reading and multiple-choice writing tests of the FCAT approached the reliability coefficients for each test separately. These correlations were higher than the correlations between the multiple choice and performance sections for each trait. The SEM analyses, however, provided support for both the convergent and discriminant validity of the test scores. The fit for the SEMs improved from a CFI of 0.84 for 4th graders (a poor fit) to 0.97 for 10th-grade students. (Contains 9 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10