Journal article
Generalizability and Validity of a Mathematics Performance Assessment
Journal of educational measurement, Vol.33(1), pp.71-92
03/1996
DOI: 10.1111/j.1745-3984.1996.tb00480.x
Abstract
The QUASAR Cognitive Assessment Instrument (QCAI) is designed to measure program outcomes and growth in mathematics. It consists of a relatively large set of open-ended tasks that assess mathematical problem solving, reasoning, and communication at the middle-school grade levels. This study provides some evidence for the generalizability and validity of the assessment. The results from the generalizability studies indicate that the error due to raters is minimal, whereas there is considerable differential student performance across tasks. The dependability of grade level scores for absolute decision making is encouraging; when the number of students is equal to 350, the coefficients are between .80 and .97 depending on the form and grade level. As expected, there tended to be a higher relationship between the QCAI scores and both the problem solving and conceptual subtest scores from a mathematics achievement multiple-choice test than between the QCAI scores and the mathematics computation subtest scores.
Details
- Title: Subtitle
- Generalizability and Validity of a Mathematics Performance Assessment
- Creators
- Suzanne Lane - University of PittsburghMei Liu - Educational Testing ServiceRobert D. Ankenmann - University of lowaClement A. Stone - University of Pittsburgh
- Resource Type
- Journal article
- Publication Details
- Journal of educational measurement, Vol.33(1), pp.71-92
- Publisher
- Blackwell Publishing Ltd
- DOI
- 10.1111/j.1745-3984.1996.tb00480.x
- ISSN
- 0022-0655
- eISSN
- 1745-3984
- Number of pages
- 22
- Language
- English
- Date published
- 03/1996
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371277202771
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