ERIC Number: EJ918323
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1725
EISSN: N/A
Comparing Science Achievement Constructs: Targeted and Achieved
Ferrara, Steve; Duncan, Teresa
Educational Forum, v75 n2 p143-156 2011
This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test. Then they describe the science achievement construct intended to be represented by the test, based on the test blueprint. After comparing the two versions--the intended and achieved constructs--they discuss features of achievement constructs defined to guide test design and development. (Contains 2 tables.)
Descriptors: Science Achievement, Academic Achievement, Achievement Tests, Test Construction, Construct Validity, Content Validity, Item Analysis, Item Response Theory, Thinking Skills, Comparative Analysis, Evidence, Grade 6, Learning Processes, Learning Strategies
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A