ERIC Number: EJ780906
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 14
Relationships among Measures as Empirical Evidence of Validity: Incorporating Multiple Indicators of Achievement and School Context
Goldschmidt, Pete; Martinez, Jose Felipe; Niemi, David; Baker, Eva L.
Educational Assessment, v12 n3-4 p239-266 Oct 2007
In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally. (Contains 6 figures, 9 tables and 6 footnotes.)
Descriptors: Language Arts, Performance Based Assessment, Academic Achievement, Performance Tests, Achievement Tests, Inferences, Models, Test Validity, Robustness (Statistics), Multitrait Multimethod Techniques, Evaluation Methods, Achievement Rating
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Los Angeles Unified School District, CA.; Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A