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ERIC Number: ED227165
Record Type: RIE
Publication Date: 1983-Apr
Pages: 26
Abstractor: N/A
Reference Count: 0
A Longitudinal Analysis of Curricular Validity for a Minimum Competency Testing Program.
Koffler, Stephen L.
This study examined the curricular validity of the New Jersey Basic Skills test, a minimum competency test administered to all public school students in grades 3, 6, 9, and 11 to measure basic skills in reading and mathematics. Based on examinations of a Modified Caution Index, there were differences in the usual response patterns for both reading and mathematics. This result suggests that within districts there may be differences in the content coverage and emphasis placed on some of the subsets of items contained on a minimum competency test. Because differences were noted across districts and curricular programs, there is the suggestion that there may be problems with using one test. Other, more detailed non-test-based analyses should be conducted to further examine the curricular validity and also the instructional validity of this test. The present analyses provide an initial insight into possible differences between test and curricular matches. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Content Validity; Curricular Validity; Debra P v Turlington; Modified Caution Index; New Jersey Minimum Basic Skills Program
Note: Paper presented at the Annual Meeting of the American Educational Research Association (67th, Montreal, Quebec, Canada, April 11-15, 1983). Tables 1 and 2 contain small print.