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Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School
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Herrmann, Christian; Gerlach, Erin; Seelig, Harald – Measurement in Physical Education and Exercise Science, 2015
A central aim of Physical Education (PE) is the promotion of basic motor competencies ("Motorische Basiskompetenzen" [MOBAK]). These are the necessary prerequisites for developing a physically active lifestyle. Valid test instruments are needed for the evaluation of the effect of PE. For this purpose, we developed a test instrument for…
Descriptors: Psychomotor Skills, Test Construction, Test Validity, Physical Education
Questioning the Validity of Inquiry Assessment in a High Stakes Physical Sciences Examination
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Ramnarain, Umesh – Perspectives in Education, 2014
The South African science curriculum advocates an inquiry-based approach to practical work. Inquiry is a complex and multifaceted activity involving both cognitive and physical activity; thus, paper-and-pencil items do not provide the authentic context for this assessment. This study investigates the construct validity of inquiry-related questions…
Descriptors: Foreign Countries, Science Curriculum, Inquiry, Physical Sciences
Mathematics Performance and Cognition (MPAC) Interview: Measuring First- and Second-Grade Student Achievement in Number, Operations, and Equality in Spring 2014. Research Report No. 2016-01
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Schoen, Robert C.; LaVenia, Mark; Champagne, Zachary M.; Farina, Kristy – Grantee Submission, 2017
This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts…
Descriptors: Interviews, Test Construction, Psychometrics, Elementary School Mathematics
Item-Level and Construct Evaluation of Early Numeracy Curriculum-Based Measures
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Lee, Young-Sun; Lembke, Erica; Moore, Douglas; Ginsburg, Herbert P.; Pappas, Sandra – Assessment for Effective Intervention, 2012
The present study examined the technical adequacy of curriculum-based measures (CBMs) of early numeracy. Six 1-min early mathematics tasks were administered to 137 kindergarten and first-grade students, along with an omnibus test of early mathematics. The CBM measures included Count Out Loud, Quantity Discrimination, Number Identification, Missing…
Descriptors: Numeracy, Curriculum Based Assessment, Mathematics Tests, Kindergarten
Technical Adequacy of the easyCBM Primary-Level Mathematics Measures (Grades K-2), 2009-2010 Version. Technical Report #1006
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Anderson, Daniel; Lai, Cheng-Fei; Nese, Joseph F. T.; Park, Bitnara Jasmine; Saez, Leilani; Jamgochian, Elisa; Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2010
In the following technical report, we present evidence of the technical adequacy of the easyCBM[R] math measures in grades K-2. In addition to reliability information, we present criterion-related validity evidence, both concurrent and predictive, and construct validity evidence. The results represent data gathered throughout the 2009/2010 school…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Test Reliability, Test Validity
Indiana Reading Assessment--Grade 1. Technical Report
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Center for Innovation in Assessment (NJ1), 2005
Research was conducted to evaluate how well the "Indiana Reading Assessment--Grade 1" evaluates various reading skills of grade one students. Multiple analyses were conducted; while the results of all the analyses were encouraging, the results derived from the concurrent validity study were most significant. All the correlations were…
Descriptors: Reading Tests, Test Validity, Test Reliability, Interrater Reliability