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ERIC Number: ED523483
Record Type: Non-Journal
Publication Date: 2010
Pages: 92
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0524-7
ISSN: N/A
A Validation Study of the Grade Six Reading Texas Assessment of Knowledge and Skills Using the Test of Reading Comprehension-Fourth Edition and the STAR Reading Test as Criterion Measures
Adair, Arnold
ProQuest LLC, Ed.D. Dissertation, University of Houston-Clear Lake
With the increase of high-stakes testing and the subsequent consequences it is essential that educators understand the validity and the inferences based on the scores produced by these tests. The purpose of this study was to determine if a relationship exists between the underlying constructs of the grade six reading TAKS, the Test of Reading Comprehension-fourth edition (TORC-4), and the STAR Reading Test in order to make better-informed decisions about individual student's reading abilities. With the high-stakes TAKS affecting program decisions, placement decisions, and ultimately the granting of a high school diploma, educators must be assured that the data upon which critical decisions are made is as accurate and as applicable as possible. A non-experimental research design was used to test the hypotheses of this study. A non-experimental research design was deemed appropriate for this study because the data are archival and no variable was manipulated. A convenience sample of two intermediate schools from a large suburban southeast Texas school district was selected from among the four intermediate schools within the district. An exploratory factor analysis using M "PLUS" was performed on the grade six reading TAKS, which resulted in identifying four factors: basic understanding, literary elements, analysis, and critical thinking. These identified four factors are the underlying constructs of the TAKS reading comprehension assessment. Additionally, this study conducted correlational tests to examine the relationship between the grade six reading TAKS and the TORC-4 Test as well as the relationship between the grade six reading TAKS and the STAR Reading Test. The underlying constructs of the reading TAKS significantly correlated with both the TORC-4 and the STAR Reading Test. This study also determined if a difference exists between students who scored at the commended level versus students who scored less (non-commended) on the TAKS, the TORC-4, and the STAR Reading Test separately. An independent samples "t"-test was utilized to explore if there were any significant differences between groups (i.e., commended vs. non-commended) on their performance on the TORC-4. A second independent samples "t"-test was used to determine if there were any significant differences between groups on their performance on the STAR Reading Test. There was a statistically significant difference on both the TORC-4 and the STAR Reading Test between the two performance levels: commended and non-commended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Elementary Secondary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas