ERIC Number: ED213761
Record Type: Non-Journal
Publication Date: 1981-Dec
Reference Count: N/A
Dimensionality of Measured Achievement Over Time.
Gialluca, Kathleen A.; Weiss, David J.
Some type of difference or change score is frequently used to quantify the effects of experimental treatments and educational programs on individuals and on groups of individuals. Two studies investigated the tenability of the assumption that classroom instruction results in increases in students' achievement levels while the qualitative nature of that achievement remains constant across time. The data utilized were the item responses to tests in basic mathematics and in general biology administered as pretests and after instruction to students enrolled in those courses. Results indicated that this assumption was not tenable in the biology data set, where increases in mean achievement level were accompanied by corresponding changes in the factor structure underlying the item responses. For the mathematics data, however, there was no such violation of the assumption; as student achievement levels increased, the underlying factor structure remained unchanged. The implications of these results for psychology, education, and program evaluation are noted. (Author/GK)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Psychology.