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Direct linkGonzales, Christopher R.; Bowles, Ryan; Geldhof, G. John; Cameron, Claire; Tracy, Alexis; McClelland, Megan M. – Grantee Submission, 2021
Measures of self-regulation may not capture adequate variability in children with low levels of self-regulation. This can limit a measure's ability to accurately demonstrate relations with other variables. The present study addressed this issue with a revised version of the Head-Toes-Knees-Shoulders task (HTKS-R), which includes a new downward…
Descriptors: Child Behavior, Preschool Children, Difficulty Level, Test Reliability
Stephanie M. Werner; Ying Chen; Mike Stieff – Grantee Submission, 2021
The Chemistry Self-Concept Inventory (CSCI) is a widely used instrument within chemistry education research. Yet, agreement on its overall reliability and validity is lacking, and psychometric analyses of the instrument remain outstanding. This study examined the psychometric properties of the subscale and item function of the CSCI on 1,140 high…
Descriptors: Self Concept Measures, Chemistry, Psychometrics, Item Response Theory
Schoen, Robert C.; Yang, Xiaotong; Tazaz, Amanda M.; Bray, Wendy S.; Farina, Kristy – Grantee Submission, 2019
The "2016 Knowledge for Teaching Early Elementary Mathematics" (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). In this report, we present results of the first large-scale field test…
Descriptors: Test Construction, Elementary School Mathematics, Elementary School Teachers, Knowledge Base for Teaching
Schoen, Robert C.; Yang, Xiaotong; Liu, Sicong; Paek, Insu – Grantee Submission, 2018
This report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 277 elementary educators, including teachers, administrators, and instructional support personnel, in fall 2016, as part of a larger study involving a multisite…
Descriptors: Psychometrics, Pedagogical Content Knowledge, Mathematics Instruction, Mathematics Teachers
Schoen, Robert C.; Yang, Xiaotong; Paek, Insu – Grantee Submission, 2018
This report provides evidence of the substantive and structural validity of the Knowledge for Teaching Elementary Fractions Test. Field-test data were gathered with a sample of 241 elementary educators, including teachers, administrators, and instructional support personnel, in spring 2017, as part of a larger study involving a multisite…
Descriptors: Psychometrics, Pedagogical Content Knowledge, Mathematics Tests, Mathematics Instruction
Schoen, Robert C.; Yang, Xiaotong; Liu, Sicong; Paek, Insu – Grantee Submission, 2017
The Early Fractions Test v2.2 is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test v2.2 is to serve as a measure of student outcomes in a randomized trial designed to estimate the effect of an educational…
Descriptors: Psychometrics, Mathematics Tests, Mathematics Achievement, Fractions
