Excerpt from: EPAS-Act's Education Planning and Assessment System--Content validity evidence in support of ACT's educational achievement tests: ACT's 1998-1999 National Curriculum Study

2000 ◽  
Keyword(s):  
Content Validity ◽  
Educational Achievement ◽  
National Curriculum ◽  
Curriculum Study ◽  
Achievement Tests ◽  
Assessment System ◽  
Validity Evidence ◽  
Education Planning

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment

2020 ◽  
Author(s):  
Amy K. Clark ◽  
Meagan Karvonen
Keyword(s):  
Data Collection ◽  
Assessment System ◽  
Alternate Assessment ◽  
Theory Of Action ◽  
Validity Evidence ◽  
Dynamic Learning ◽  
Alternate Assessments ◽  
Overall Evaluation ◽  
Computer Based ◽  
Achievement Standards

Alternate assessments based on alternate achievement standards (AA-AAS) have historically lacked broad validity evidence and an overall evaluation of the extent to which evidence supports intended uses of results. An expanding body of validation literature, the funding of two AA-AAS consortia, and advances in computer-based assessment have supported improvements in AA-AAS validation. This paper describes the validation approach used with the Dynamic Learning Maps® alternate assessment system, including development of the theory of action, claims, and interpretive argument; examples of evidence collected; and evaluation of the evidence in light of the maturity of the assessment system. We focus especially on claims and sources of evidence unique to AA-AAS and especially the Dynamic Learning Maps system design. We synthesize the evidence to evaluate the degree to which it supports the intended uses of assessment results for the targeted population. Considerations are presented for subsequent data collection efforts.

scholarly journals Content Validity of Written Examinations in Undergraduate Anatomy

1970 ◽  
Vol 7 (1) ◽  
pp. 14-18
Author(s):  
Rubina Sultana ◽  
Khondker Manzare Shamim ◽  
Lutfun Nahar ◽  
Ferdous Hasan
Keyword(s):  
Content Validity ◽  
Paper Analysis ◽  
Assessment System ◽  
Clinical Anatomy ◽  
Developmental Anatomy ◽  
Written Examination ◽  
Study Results ◽  
Medical University ◽  
Short Answer Questions ◽  
Proper Weight

Objective: In ‘Curriculum' 2002 short answer questions are newly introduced. The content of 1st professional written examination was given but the weightage of different subdivision of Anatomy is not mentioned. So, present study was done to see the content validity of different subdivisions of Anatomy in written examinations. Study design: Descriptive type of study Place and period of study: The study was carried out from January 2003 to July 2004 in the Department of Anatomy, Bangabandhu Skeikh Mujib Medical University, Dhaka. Methods: It was based on a quantitative method; the question paper analysis based study. Results: It is evident from the questions paper analysis that different subdivisions of Anatomy are usually not given proper weight in the Anatomy written examinations. There are some subdivisions of Anatomy which are usually covered less than required. These include Genetics, Histology, General Anatomy, General Developmental Anatomy, Clinical Anatomy, etc. Conclusion: for further improvement of assessment system of Anatomy, content validity is needed to be established. Key words: Content validity, Anatomy, undergraduate, written examinations   doi: 10.3329/bja.v7i1.3011 Bangladesh Journal of Anatomy January 2009, Vol. 7 No. 1 pp. 14-18

Assessing hope at the end of life: Validation of an experience of hope scale in advanced cancer patients

2004 ◽  
Vol 2 (3) ◽  
pp. 243-253 ◽  
Author(s):  
CHERYL L. NEKOLAICHUK ◽  
EDUARDO BRUERA
Keyword(s):  
Palliative Care ◽  
Cancer Patients ◽  
Advanced Cancer ◽  
Symptom Assessment ◽  
Well Being ◽  
Assessment System ◽  
Validity Evidence ◽  
Advanced Cancer Patients ◽  
Factor I ◽  
Factor Ii

Objective:The purpose of this study was to gather validity evidence for an innovative experience of hope scale, theHope Differential-Short (HDS), and evaluate its clinical utility for assessing hope in advanced cancer patients.Methods:A consecutive sampling approach was used to recruit 96 patients from an inpatient tertiary palliative care unit and three hospice settings. Each participant completed an in-person survey interview, consisting of the following measures: HDS (nine items), Herth Hope Index (HHI), hope visual analog scale (Hope-VAS) and Edmonton Symptom Assessment System (ESAS).Results:Using factor analytic procedures, a two-factor structure for the HDS was identified, consisting ofauthentic spirit(Factor I) andcomfort(Factor II). The HDS factors had good overall internal consistency (α = 0.83), with Factor I (α = 0.83) being higher than Factor II (α = 0.69). The two factors positively correlated with the HHI, Hope-VAS, and one of the ESAS visual analog scales, well-being (range: 0.38 to 0.64) and negatively correlated with depression and anxiety, as measured by the ESAS (range: −0.25 to −0.42).Significance of results:This is the first validation study of the HDS in advanced cancer patients. Its promising psychometric properties and brief patient-oriented nature provide a solid initial foundation for its future use as a clinical assessment measure in oncology and palliative care. Additional studies are warranted to gather further validity evidence for the HDS before its routine use in clinical practice.

Implications of Error Analysis Studies for Academic Interventions

2016 ◽  
Vol 35 (1-2) ◽  
pp. 215-225 ◽  
Author(s):  
Nancy Mather ◽  
Barbara J. Wendling
Keyword(s):  
Error Analysis ◽  
Educational Achievement ◽  
Achievement Tests ◽  
Careful Analysis ◽  
Academic Interventions ◽  
Instructional Interventions ◽  
Student Errors

We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement–Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful analysis of errors is key to planning the most appropriate instructional interventions.

Examining Subtypes of Behavioral/Emotional Risk Using Cluster Analysis

2016 ◽  
Vol 35 (6) ◽  
pp. 628-632
Author(s):  
Bridget V. Dever ◽  
Emily K. Gallagher ◽  
Craig D. Hochbein ◽  
Austin Loukas ◽  
Chenchen Dai
Keyword(s):  
Cluster Analysis ◽  
Externalizing Problems ◽  
Behavioral Assessment ◽  
Assessment System ◽  
Validity Evidence ◽  
Final Solution ◽  
Adjustment Problems ◽  
Cluster Membership ◽  
Emotional Risk ◽  
Behavioral And Emotional Risk

Behavioral and emotional problems among children and adolescents can lead to numerous negative outcomes without intervention. From a prevention standpoint, screening for behavioral and emotional risk is an important step toward identifying such problems before the point of diagnosis or referral. The present study conducted a k-means cluster analysis to determine the subtypes of risk captured by one such screening instrument, the Behavioral and Emotional Screening System (BESS). The final solution produced four clusters: Well-Adapted, Internalizing/Adjustment Problems, Mild Externalizing Problems, and General Problems-Severe; these results were similar to those found with the full Behavioral Assessment System for Children, Second Edition (BASC-2), suggesting that the BESS assesses similar constructs. Predictive validity evidence suggested that cluster membership was associated with standard achievement scores and in-school disciplinary incidents.

The Use and Validity of Standardized Achievement Tests for Evaluating New Curricular Interventions in Mathematics and Science

2018 ◽  
Vol 40 (2) ◽  
pp. 190-213 ◽  
Author(s):  
Joshua Sussman ◽  
Mark R. Wilson
Keyword(s):  
Science Education ◽  
Outcome Measures ◽  
Achievement Tests ◽  
Achievement Test ◽  
Summative Evaluation ◽  
Validity Evidence ◽  
Inappropriate Use ◽  
Standardized Achievement Tests ◽  
Curricular Interventions ◽  
Mathematics And Science

We investigated the use and validity of standardized achievement tests for summative evaluation of 78 educational intervention projects funded by the Institute of Education Sciences (IES) math and science education program. Investigators from 46 projects evaluated curricular interventions with standardized achievement tests as outcome measures. Twenty-five of the projects had potential validity problems related to a misalignment between the achievement test and the intervention. A closer analysis of 11 of those projects flagged as high risk for validity problems showed that only 6 projects attended to the validity of the test, and only 1 project provided adequate validity evidence. We conclude that there is widespread inappropriate use of achievement tests that threatens the validity of educational evaluations. To better support innovation, evaluators must dedicate more attention to the validity of the outcome measures they use.

A FRAMEWORK FOR ANALYZING THE INFERENCE STRUCTURE OF EDUCATIONAL ACHIEVEMENT TESTS

1982 ◽  
Vol 19 (1) ◽  
pp. 1-18 ◽  
Author(s):  
JAMES L. WARDROP ◽  
THOMAS H. ANDERSON ◽  
WELLS HIVELY ◽  
C. NICHOLAS HASTINGS ◽  
RICHARD I. ANDERSON ◽  
...  
Keyword(s):  
Educational Achievement ◽  
Achievement Tests
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