Gathering evidence for construct validity : a case for large scale educational assessment

dc.contributor.author	Walt, Nancy Jane	en_US
dc.date.accessioned	2024-08-15T20:13:15Z
dc.date.available	2024-08-15T20:13:15Z
dc.date.copyright	2003	en_US
dc.date.issued	2003
dc.degree.department	Department of Educational Psychology and Leadership Studies
dc.degree.level	Master of Arts M.A.	en
dc.description.abstract	The purpose of this study was to identify and evaluate the validity evidence related to British Columbia's Reading Comprehension Assessment . To gather validity evidence, the framework outlined in the Standards for Education and Psychological Testing ( 1999) was utilized. The methods included both qualitative procedures (document analysis, personal interviews) and quantitative procedures (reliability analyses, classical and item response theory analyses, factor analyses, and correlational analyses). It was determined that the methods employed in this study were generally adequate for providing a sampling of validity related evidence. Overall, it was found that the evidence supporting assessment score interpretation was mixed; however, the evidence was deemed to be more positive than negative. Of substantial interest was the lack of support for the reporting of sub-domain reading scores.
dc.format.extent	144 pages
dc.identifier.uri	https://hdl.handle.net/1828/20035
dc.rights	Available to the World Wide Web	en_US
dc.title	Gathering evidence for construct validity : a case for large scale educational assessment	en_US
dc.type	Thesis	en_US

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