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Confirmatory Factor Analysis of the KeyMath-3 Diagnostic Assessment
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Michael D. Wray; Matthew R. Reynolds – Journal of Psychoeducational Assessment, 2025
The KeyMath-3 Diagnostic Assessment (KM-3) is an individually-administered math assessment used in educational placement and diagnostic decisions. It includes 10 subtests making up Basic Concepts, Operations, and Applications indexes and a "Total Test" composite that measures overall math ability. Here, covariances among subtests from…
Descriptors: Diagnostic Tests, Mathematics Tests, Arithmetic, Factor Analysis
The Concurrent Validity of the Peabody Individual Achievement Test Relative to the Keymath Diagnostic Arithmetic Test among Adolescents.
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Eaves, Ronald C.; Simpson, Robert G. – Psychology in the Schools, 1984
Investigated the concurrent validity of the Peabody Individual Achievement Test and the KeyMath Diagnostic Arithmetic Test in 171 adolescents. The presence of relatively high and positive partial correlations between the scores supported the concurrent validity of the instruments. (JAC)
Descriptors: Academic Achievement, Achievement Tests, Adolescents, Mathematics Achievement
The Reliability and Validity of an Interactive Arithmetic Test.
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Hippisley, Jonathan; Douglas, Graham – British Journal of Educational Technology, 1998
A study of 331 elementary school children tested the reliability of a computer resident interactive arithmetic test and found high levels of reliability, using single sitting and parallel forms methods. The study also tried to determine the validity of the interactive test by comparing it with arithmetic subtests of the Key Math Test (KMT). (PEN)
Descriptors: Arithmetic, Computer Assisted Testing, Diagnostic Tests, Educational Technology
Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests.
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Shriner, James; Salvia, John – Exceptional Children, 1988
Two mathematics curricula ("Distar Arithmetic" and "Scott Foresman Mathematics" and two arithmetic tests ("KeyMath" and the "Iowa Tests of Basic Skills" for grades one-three were examined for correspondence of content and types of learning required. A consistent lack of content correspondence was found among…
Descriptors: Achievement Tests, Arithmetic, Content Analysis, Content Validity