ERIC Number: ED068410
Record Type: RIE
Publication Date: 1971-Nov
Reference Count: 0
An Analysis of Content and Task Dimensions of Social Studies Items Designed to Measure Level of Concept Attainment.
Harris, Margaret L.; And Others
Content and task dimensions of social studies 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)
Descriptors: Cognitive Measurement, Cognitive Processes, Concept Formation, Content Analysis, Educational Research, Elementary School Students, Evaluation, Factor Analysis, Intermediate Grades, Learning Processes, Measurement Techniques, Models, Performance Criteria, Social Studies, Statistical Analysis, Task Performance, Test Construction
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.