THE CONCURRENT VALIDITY OF STANDARDIZED ACHIEVEMENT TESTS BY CONTENT AREA USING TEACHERS' RATINGS AS CRITERIA
THE CONCURRENT VALIDITY OF STANDARDIZED ACHIEVEMENT TESTS BY CONTENT AREA USING TEACHERS' RATINGS AS CRITERIA
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以教师评分为标准按内容领域划分的标准化成绩测试的同时有效性
DOI：
10.1111/j.1745-3984.1985.tb01056.x
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发表时间：
1985
影响因子：
1.3
通讯作者：
D. Williams
中科院分区：
文献类型：
--
作者：
K. Hopkins;Catherine George;D. Williams
为了使用教师对学生学业成绩的评分（和排名）作为标准来评估标准化成绩测试的同时有效性，在进行一系列标准化成绩测试之前，42 名教师在五个主要课程领域中的每一个领域对每个学生（n = 1,032）进行了评估。老师们被要求对每个学生的熟练程度进行评分，不考虑出勤率、态度、举止等。计算组内相关系数以消除评估者宽大偏见。研究发现，标准化成绩测试在阅读、数学、语言艺术、科学和社会研究方面具有显着的并发有效性。标准化教师等级产生的有效性系数明显高于评级，尽管差异幅度很小。语言艺术、阅读和数学的同时效度系数显着高于科学和社会研究。
To assess the concurrent validity of standardized achievement tests using teachers' ratings (and rankings) of pupils' academic achievement as criteria, 42 teachers evaluated each of their students (n = 1,032) in each of five major curricular areas prior to the administration of a battery of standardized achievement tests. The teachers were directed to rate each student's proficiency disregarding attendance, attitude, deportment, and so on. Within-class correlation coefficients were computed to eliminate rater leniency bias. The standardized achievement tests were found to have substantial concurrent validity in reading, math, language arts, science, and social studies. The normalized teacher ranks yielded significantly higher validity coefficients than did the ratings, although the magnitude of the difference was small. The concurrent validity coefficients for language arts, reading, and math were significantly higher than those in science and social studies.