This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Kupermintz, H. Articles by Snow, R. E. Search for Related Content Social Bookmarking                         What's this?

Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: III. NELS: 88 Mathematics Achievement to 12th Grade

The present study demonstrates the utility of a multidimensional representation of student mathematics achievement. Third in a series of studies using the math test item level data from the NELS: 88 longitudinal study, it carries the analyses through the 12th grade. Full information factor analysis was employed to investigate the structure of math achievement, create meaningful achievement scales, and explore their relationships with student background, academic program, and instructional variables. The findings support a basic distinction between Mathematical Reasoning (MR) and Mathematical Knowledge (MK) for two of the three administered test forms (low and middle levels), replicating previous findings for the 8th- and l0th-grade data. A more complex structure for the high test form reflected variation in problem-solving strategies as well as in content. Regression analyses suggested differential patterns of relationships between student, program, and instructional variables for math achievement subscores. These patterns were also compared with results for the unidimensional total score. Discussion emphasizes implications for score interpretations, both normative and criterion-referenced, within the context of a validity argument.

American Educational Research Journal, Vol. 34, No. 1, 124-150 (1997)
DOI: 10.3102/00028312034001124


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				T. Seidel and R. J. Shavelson Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results Review of Educational Research, December 1, 2007; 77(4): 454 - 499. [Abstract] [Full Text] [PDF]