The KeyMath-3 Diagnostic Assessment (KM-3) is an individually-administered math assessment used in educational placement and diagnostic decisions. It includes 10 subtests making up Basic Concepts, Operations, and Applications indexes and a "Total Test" composite that measures overall math ability. Here, covariances among subtests from…

This study aims to develop a valid and reliable measuring instrument that can measure the level of mathematical language used by students and their teachers during the teaching of fractions to fourth-grade primary school students. This study is a methodological validity and reliability study. In total, 999 students from fourteen different…

This study assessed the psychometric properties of a digital early mathematics assessment, the Ani Banani Math Test (ABMT) in three samples (N[subscript 1] = 243, N[subscript 2] = 691, N[subscript 3] = 1282) in kindergarten and first grade (age range 4.67-7.30). Confirmatory factor analyses showed that the ABMT appears to measure one general…

There is growing interest in improving and assessing teachers' use of culturally responsive practices (CRP) in the classroom, yet relatively few research-based approaches exist to address these measurement gaps. This article presents findings on the psychometric properties of a newly developed classroom observation measure of CRP, called the CARES…

The Student Background survey administered along with achievement tests in studies of the International Association for the Evaluation of Educational Achievement includes scales of student motivation, competence, and attitudes toward mathematics and science. The scales consist of positively- and negatively keyed items. The current research…

Purpose: The purpose of this study was to design and iteratively improve the quality of survey-based measures of three non-cognitive constructs for Grade 5-6 students, keeping in mind information needs of users in education reform contexts. The constructs are: Mathematics-related Self-Efficacy, Self-Concept, and Anxiety (M-SE, M-SC, and M-ANX).…

The aim of this study was to adapt and assess the psychometric properties of the Spanish version of the sMARS in terms of evidence of validity and reliability of scores. The sMARS was administered to 342 students and, in order to assess convergent and discriminant validity, several subsamples completed a series of related tests. The factorial…

The purposes of this study are twofold. First, to investigate the construct or factorial structure of a set of Reading and Mathematics computerized adaptive tests (CAT), "Measures of Academic Progress" (MAP), given in different states at different grades and academic terms. The second purpose is to investigate the invariance of test…

English language learners (ELLs) constitute one of the fastest growing subpopulations of students in the United States. It is important to determine whether the assessments used by states in determining students' proficiencies are valid and fair for ELLs. This study focused on several standards-based assessments in mathematics and science…

To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were…

This study examined the construct validity of the KeyMath-Revised by testing the factorial model proposed by the test author. Results failed to confirm the proposed factorial model and suggested that the KeyMath-Revised assesses two domains that are difficult to interpret, rather than the three proposed by the test author. (Author/JDD)

This study reports on the development and psychometric properties of a new 87-item Mathematics Information Processing Scale that explores learning strategies, metacognitive problem-solving skills, and attentional deployment. Results with 340 college students support the use of the instrument, for which factor analysis identified five theoretically…

Convergent validity of expert-systems scores for 4 complex constructed-response mathematical formats was assessed for 249 examinees from the Graduate Record Examinations (GRE) General Test in June 1989. The hypothesized five-factor model fit the data well, but an alternative with two dimensions (GRE-quantitative and constructed-response)…

The evaluation of the content validity of the Functional Academic Skills Tests (FAST) are described. The FAST was designed to assess the competency of inservice teachers in the Houston, Texas Independent School District in basic reading, writing, and mathematics skills. Validation standards were based on the Equal Employment Opportunity…

The comparability of Scholastic Aptitude Test (SAT) Verbal and Mathematical scores was investigated for one nonhandicapped and nine handicapped populations. The handicapped populations included hearing impaired, visually impaired, learning disabled, and physically disabled students. Special methods of test administration included Braille and large…