Construct Validity of Scores on A Developmental Assessment With Matmematical Patterns Tasks  

Oleh:

Ferron, John ; Banerji, Madhabi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Educational and Psychological Measurement vol. 58 no. 4 (1998), page 634-660.
Topik: validity; mathematics; psychological tests; education; theory
Fulltext: 634.pdf (2.05MB)

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Perpustakaan Pusat (Semanggi) Nomor Panggil: EE30.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Three analytic approaches were empoyed within the framework of classical test theory to examine construct validity of a mathematics assessment made up to 16 ordered contructed - response tasks. The tasks focused on problem solving by identifying and explaining mathematical patterns. Descriptive analyses across four age groups suggested a developmental structure of individual tasks and subdomains that was generaly consitent with the intended design of the test. Acceptable fit was obtained using structural equation modeling procedures for a five - factor, first - order structure with direactional paths specified (RMSEA = 0,068) and for two second - order factors (RMSEA = 0,068). Convergent validity coefficients with standardized tests in mathematics comptuation, concepts of number and application sindicated amodest overlap in constructs across the two assessment (r = 0,47) with stanford achievement test (SAT) total mathematics scores. Findings are discussed with reference to intended uses of the assessment and its scores in the context of current mathematics education reforms.

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