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Download full textMcCaffrey, Daniel F. – Carnegie Foundation for the Advancement of Teaching, 2013
Value-added evaluations use student test scores to assess teacher effectiveness. How student achievement is judged can depend on which test is used to measure it. Thus it is reasonable to ask whether a teacher's value-added score depends on which test is used to calculate it. Would it change if a different test was used? Specifically, might a…
Descriptors: Scores, Accountability, Achievement Gains, Teacher Effectiveness
Peer reviewed
Direct linkMandracchia, Jon T.; Morgan, Robert D. – Assessment, 2011
The Measure of Offender Thinking Styles (MOTS) was originally developed to examine the structure of dysfunctional thinking exhibited by criminal offenders. In the initial investigation, a three-factor model of criminal thinking was obtained using the MOTS. These factors included dysfunctional thinking characterized as Control, Cognitive…
Descriptors: Criminals, Test Validity, Factor Structure, Factor Analysis
Christensen, Ronda W.; Knezek, Gerald A. – Journal of Computing in Teacher Education, 2009
Positive teacher attitudes toward computers are widely recognized as a necessary condition for effective use of information technology in the classroom (Woodrow, 1992). To measure attitudes toward technology, it is important to have valid and reliable instruments. In this study, the authors used confirmatory factor analysis to verify construct…
Descriptors: Computer Attitudes, Construct Validity, Test Validity, Questionnaires
