ERIC Number: ED065348
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
An Analysis of Content and Task Dimensions of Science Items Designed to Measure Level of Concept Attainment.
Harris, Margaret L.; Voelker, Alan M.
Content and task dimensions of science items were studied using factor analytic techniques. These items were developed to measure concept attainment using a completely crossed design with 30 concepts and 12 tasks. Conventional factor analyses were performed, separately for boys and girls, for concept scores and for task scores. Three-mode factor analyses were performed. The main conclusions drawn from the results of the conventional factor analyses are that all 30 of the concepts are measures of a single functional relationship existing among the concepts, and that all 12 tasks are measures of a single underlying ability or latent trait. The three-mode results indicate that there are no important concept-task interactions for the idealized persons, thus it is reasonable to regard the concepts and the tasks as being two independent modes. (Author/CP)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.