education - Enhancing the Validity and Usefulness of...

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Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement Author(s): Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, Richard E. Snow Source: AmericanEducationalResearchJournal, Vol. 32, No. 3 (Autumn, 1995), pp. 525-554 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1163323 . Accessed: 07/09/2011 23:03 . http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected] American Educational Research Association is collaborating with JSTOR to digitize, preserve and extend access to American Educational Research Journal. http://www.jstor.org
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In Dedication: Leigh Burstein Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: I. NELS:88 Mathematics Achievement Haggai Kupermintz, Michele M. Ennis, Laura S. Hamilton, Joan E. Talbert, and Richard E. Snow Stanford University "This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The NELS:88 8th- and 10th-grade math tests were subjected to full information item factor analysis. Math knowledge and math.reasoning factors were distinguished at both grade levels. Regression analyses showed that student attitudes, instructional variables, course, and program experi- ences related more to knowledge, whereas gender, SES, and some ethnic differences related more to reasoning. Teacher emphasis on higher order thinking,, student use of home computers, and early experience with advanced math courses related to both dimensions. It is recommended that national educational surveys use multidimensional achievement scores, not total scores alone. HAGGAI KUPERMINTZ is a PhD Candidate, School of Education, Stanford University, Stanford, CA 94305. His specializations are educational measurement, research meth- ods, and statistics. MICHELE M. ENNIS is an Associate Research Scientist, American Institutes for Research, Palo Alto, CA 94302. Her specializations are psychometrics and statistics. LAURA S. HAMILTON is a PhD Candidate, School of Education, Stanford University, Stanford, CA 94305. Her specializations are educational measurement and statistics. JOAN
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This note was uploaded on 09/11/2011 for the course ECON 3006 taught by Professor Keeler during the Spring '11 term at California State University , Monterey Bay.

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education - Enhancing the Validity and Usefulness of...

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