TY - JOUR
T1 - Enhancing the Validity and Usefulness of Large-Scale Educational Assessments: II. NELS:88 Science Achievement
AU - Hamilton, Laura S.
AU - Nussbaum, E. Michael
AU - Kupermintz, Haggai
AU - Kerkhoven, Joannes I. M.
AU - Snow, Richard E.
PY - 1995
Y1 - 1995
N2 - This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88 8th- and 10th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th grade. Quantitative science, spatial-mechanical, and basic knowledge and reasoning were distinguishable factors in 10th grade. Regression analyses showed that different patterns of prior math and science achievement, and of course taking, were associated with each 10th-grade science factor. Teacher emphasis on problem solving and understanding related more to quantitative science, and basic knowledge and reasoning. Spatial-mechanical reasoning showed the strongest gender and ethnicity effects; it related also to science museum visits but not to instructional variables. It is recommended that multidimensional achievement scores be used to capture student and teacher effects that total scores used alone miss.
AB - This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. NELS:88 8th- and 10th-grade science tests were subjected to full information item factor analysis. Factors reflecting everyday knowledge, scientific reasoning, chemistry knowledge, and reasoning with knowledge were obtained in 8th grade. Quantitative science, spatial-mechanical, and basic knowledge and reasoning were distinguishable factors in 10th grade. Regression analyses showed that different patterns of prior math and science achievement, and of course taking, were associated with each 10th-grade science factor. Teacher emphasis on problem solving and understanding related more to quantitative science, and basic knowledge and reasoning. Spatial-mechanical reasoning showed the strongest gender and ethnicity effects; it related also to science museum visits but not to instructional variables. It is recommended that multidimensional achievement scores be used to capture student and teacher effects that total scores used alone miss.
U2 - 10.2307/1163324
DO - 10.2307/1163324
M3 - Article
SN - 0002-8312
VL - 32
SP - 555
EP - 581
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 3
ER -