Validation of Scores / Measures From A K - 2 Developmental Assessment in Mathematics  

Oleh:

Banerji, Madhabi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Educational and Psychological Measurement vol. 59 no. 4 (1999), page 694-715.
Topik: developmental; educational evaluation; mathematics education; achievement tests; accuracy
Fulltext: 694.pdf (103.9KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: EE30.4 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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This study describes psychometric investigations of a developmental assessments in mathematics composed of 19 performance tasks. Techniques from classical and the many - faceted rasch approaches were combined to analyze field test data from a mixed - age sample (n = 110). Descriptive statistics on scores form the overall scale and subdomains indicated increased proficiency with age. Convergent validity coefficients of scores with scaled scores of the stanford achievement test mathematics battery ranged from 0,22 to 0,57, internal consistency reliability of the total scores on proficiency and independnece were 0,90 and 0,93, respectively, and median interrater reliability was 0,80. Classical item statistics and rasch logit difficulties of tasks suggested an ordered scale structure, although eight tasks did not fit rasch criteria. The origin and calibrated and orderings were consistent at the extreme ends of the scale. Findings point to directions for future improvement of the scale and rater training programs.

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