ERIC Number: ED428125
Record Type: RIE
Publication Date: 1999
Reference Count: N/A
Construct Validation of Mathematics Achievement: Evidence from Interview Procedures.
Kupermintz, Haggai; Le, Vi-Nhuan; Snow, Richard E.
This study investigated the validity of measures derived from a large-scale multiple-choice achievement test in mathematics, using evidence from introspective think-aloud protocols of students as they attempted test items. A small-scale study of 21 local high-school students was conducted to identify and describe cognitive processes underlying their utility in supporting validity claims about the achievement dimensions tapped by the test. Differences and similarities in solution strategies and sources of knowledge used to solve items representing five achievement dimensions were examined. The results provide further evidence for the plausibility of interpretations of the dimensions derived from a large-scale factor analysis and support the conclusion that 12th-grade mathematics achievement is factorially and cognitively complex. Test scores that do not capture such complexity may mask important achievement information. (Contains 7 tables and 10 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Arlington, VA.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.