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ERIC Number: EJ1062735
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: EISSN-2161-4210
Does It Matter How Data Are Collected? A Comparison of Testing Conditions and the Implications for Validity
Barry, Carol L.; Finney, Sara J.
Research & Practice in Assessment, v4 p17-26 Win 2009
The effects of gathering test scores under low-stakes conditions has been a prominent domain of research in the assessment and testing literature. One important area within this larger domain concerns the implications of a test being low-stakes on test evaluation and development. The current study examined one variable, the testing context, that could impact students' responses during low-stakes testing, and subsequently the decisions made when using the data for test refinement. Specifically, the factor-structure of college self-efficacy scores was examined across three low-stakes testing contexts, and results indicated differential model-data fit across conditions (the very controlled context yielded the best model-data fit), implying that testing conditions should be seriously considered when gathering low-stakes data used for instrument development.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A