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The Nature of Rater Effects and Differences in Multilevel MTMM Latent Variable Models
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Konold, Timothy; Sanders, Elizabeth A. – Measurement: Interdisciplinary Research and Perspectives, 2020
Measuring and understanding the nature of informant/rater effects and differences (Level 1) on a common trait when the target of measurement is at the organizational level (Level 2) involves a number of methodological considerations. Although previous research has discussed single-level latent variable applications of the correlated…
Descriptors: Hierarchical Linear Modeling, Multitrait Multimethod Techniques, Measurement, Models
The Convergent and Divergent Validity of the Vanderbilt Assessment of Leadership in Education (VAL-ED): Instructional Leadership and Emotional Intelligence
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Goldring, Ellen; Cravens, Xiu; Porter, Andrew; Murphy, Joseph; Elliott, Steve – Journal of Educational Administration, 2015
Purpose: The purpose of this paper is to contribute to the ongoing dialog of whether and how instructional leadership is distinguished conceptually from general leadership notions, such as charisma, and to continue the ongoing psychometric research on the The Vanderbilt Assessment of Leadership in Education (VAL-ED) by examining its convergent and…
Descriptors: Test Validity, Instructional Leadership, Elementary Schools, Middle Schools
The Content Specificity of Relations between Academic Self-Concept and Achievement: An Extension of the Marsh/Shavelson Model.
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Marsh, Herbert W. – 1992
Extending research on the Marsh/Shavelson model of self-concept, a set of 14 academic self-concept scales was related to school performance in 8 school subjects for a sample of 507 high school students. Correlations between matching areas of self-concept and achievement (0.45 to 0.70; mean r=.57) were substantial and larger than correlations…
Descriptors: Academic Achievement, Content Analysis, Correlation, Factor Analysis
A Comparison of High School Student Ratings of Teaching Effectiveness with Teacher Self-Ratings: Factor Analytic and Multitrait-Multimethod Analyses.
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Aubrecht, Judith; And Others – Educational and Psychological Measurement, 1986
Two large samples of high school teachers were rated for teaching effectiveness by the teachers and by their students, using the IDEA Form H. Factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors, supporting the validity of student ratings. (Author/GDC)
Descriptors: Comparative Analysis, Correlation, Factor Analysis, High School Students
Multitrait-Multimethod Analyses of Three Self-Concept Scales: Testing Equivalencies of Construct Validity across ability.
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Byrne, Barbara M. – 1987
The construct validity of four self-concept (SC) traits (general SC, academic SC, English SC, mathematics SC), as measured by three different scales (Likert, semantic differential, Guttman) for low- (n=252) and high-track (n=588) Canadian high school students, was assessed using both the Campbell-Fiske criteria, and a comparison of hierarchically…
Descriptors: Ability Grouping, Construct Validity, Correlation, Factor Analysis
High School Graduation Rates: Alternative Methods and Implications
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Miao, Jing; Haney, Walt – Education Policy Analysis Archives, 2004
The No Child Left Behind Act has brought great attention to the high school graduation rate as one of the mandatory accountability measures for public school systems. However, there is no consensus on how to calculate the high school graduation rate given the lack of longitudinal databases that track individual students. This study reviews…
Descriptors: High Schools, Graduation Rate, Ethnic Groups, Accountability