Estimating the Reliability of Dichotomous or Trichotomous Scores.
A strategy is presented that will enable school districts and states to demonstrate the validity and reliability of the measures that they use to assess levels of student achievement in mathematics and reading, assessments that are a requirement of the No Child Left Behind Act. It is noted that mos...
| Publicado en: | Educational & Psychological Measurement Vol. 65; no. 1; pp. 28 - 42 |
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| Autor principal: | |
| Formato: | Artículo |
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Sage Publications Inc.
February 2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | A strategy is presented that will enable school districts and states to demonstrate the validity and reliability of the measures that they use to assess levels of student achievement in mathematics and reading, assessments that are a requirement of the No Child Left Behind Act. It is noted that most local educators do not have access to the computer programs required to accurately estimate the reliability of a score that is generated by a test of k items after this score has been reduced to three or two values. |
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