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Construct Validity in Formative Assessment: Purpose and Practices
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Rix, Samantha – Journal on English Language Teaching, 2012
This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these…
Descriptors: Construct Validity, Formative Evaluation, Scores, Tests
Adaptations and Access to Assessment of Common Core Content
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Kettler, Ryan J. – Review of Research in Education, 2015
This chapter introduces theory that undergirds the role of testing adaptations in assessment, provides examples of item modifications and testing accommodations, reviews research relevant to each, and introduces a new paradigm that incorporates opportunity to learn (OTL), academic enablers, testing adaptations, and inferences that can be made from…
Descriptors: Meta Analysis, Literature Reviews, Testing, Testing Accommodations
Extended Time Testing Accommodations for Students with Disabilities: Answers to Five Fundamental Questions
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Lovett, Benjamin J. – Review of Educational Research, 2010
Extended time is one of the most common testing accommodations provided to students with disabilities. It is also controversial; critics of extended time accommodations argue that extended time is used too readily, without concern for how it changes the skills measured by tests, leading to scores that cannot be compared fairly with those of other…
Descriptors: Testing Accommodations, Academic Accommodations (Disabilities), Literature Reviews, Meta Analysis
Examining the Construct Validity for the Multiple-Content Testing Programs
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Li, Yuan H.; Tompkins, Leroy J. – International Journal of Testing, 2004
The primary objective of this study was to examine the construct validity for the 2 multiple-content testing programs-the multiple-choice Comprehensive Tests of Basic Skills (CTBS/5) together with the performance-based Maryland School Performance Assessment Program (MSPAP)-by evaluating the true-score longitudinal associations among…
Descriptors: Testing Programs, Structural Equation Models, Performance Based Assessment, Multitrait Multimethod Techniques
Applying the APA/AERA/NCME "Standards": Evidence for the Validity and Reliability of Three Statewide Teaching Assessment Instruments.
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Rothenberg, Lori; Hessling, Peter A. – 1990
The statewide teaching performance assessment instruments being used in Georgia, North Carolina, and Florida were examined. Forty-one reliability and validity studies regarding the instruments in use in each state were collected from state departments and universities. Georgia uses the Georgia Teacher Performance Assessment Instrument. North…
Descriptors: Construct Validity, Educational Assessment, Elementary Secondary Education, Meta Analysis
A Validation Study of a Georgia Teacher Certification Test Using Confirmatory Factor Analysis.
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Dabney, Marian E.; Stewart, Theadora – 1990
This study investigated the construct validity of the revised Special Education-Mental Handicaps Georgia Teacher Certification Test (MH-TCT) using hierarchical confirmatory factor analysis and LISREL VI. The primary objective was to determine whether first-order and second-order factors correspond to item/objective/test relationships defined by…
Descriptors: Computer Assisted Testing, Computer Software, Construct Validity, Content Validity