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ERIC Number: ED222558
Record Type: Non-Journal
Publication Date: 1981-Dec
Pages: 264
Abstractor: N/A
Reference Count: N/A
Measurement Properties of Attitude Scales in the National Assessment of Educational Progress Data on Mathematics. Final Report.
Anderson, Ronald E.; And Others
The mathematics portion of the 1975-76 and the 1977-78 National Assessment of Educational Progress (NAEP) testing program represented a departure from the earlier mathematics assessment: in addition to surveying the cognitive domain, items were included which related to the affective component of learning mathematics. Although these questions were not specifically designed to be used in scales, many of the test packages contained five or more such attitudinal questions. Seven test booklets from 1977-78 for ages 9, 13 and 17 and all four test packages from the 1975-76 assessment were examined to derive reliable, valid and useful affective scales. The affective items were examined individually and as potential scales. The dimensionality of each item set was determined and the derived dimensions and composite item sets were analyzed for internal consistency. A canonical analysis of the 1977-78, age 17 data evaluated the predictive power of the attitudinal dimensions; at least one scale of adequate internal consistency was found in each test package. At least one reliable scale was found in three of the four age 13 packages. The NAEP mathematics data base was found to be potentially rich for research on affective constructs. Primary type of information provided by the report: Assessment Instrument (Affective Exercises); Results (Secondary Analysis). (Author/CM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.; Minnesota Univ., Minneapolis. Center for Social Research.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress