Validation of scores/measures from a K-2 developmental assessment in mathematics.
A study was conducted to examine the validity, reliability, and utility of scores on a developmental mathematics assessment designed to support instruction in “continuous progress” (CP) programs. CP in elementary schools allows students to follow the curriculum at their own pace free from tradition...
| Publicado en: | Educational & Psychological Measurement Vol. 59; no. 4; pp. 694 - 716 |
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| Autor principal: | |
| Formato: | Artículo |
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Sage Publications Inc.
August 1999
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A study was conducted to examine the validity, reliability, and utility of scores on a developmental mathematics assessment designed to support instruction in “continuous progress” (CP) programs. CP in elementary schools allows students to follow the curriculum at their own pace free from traditional grade levels. Data were drawn from 110 students of mixed age, using methods from classical and the many-faceted Rasch approach. Results indicated an increased proficiency with age. Classical item statistics and Rasch logit difficulties of tasks implied an order scale structure, although eight tasks were inconsistent with the Rasch criteria. Directions for future improvement required in the scale and rater training programs are provided. |
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