This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian…

Existing studies have defined and assessed disciplinary literacy, mathematical literacy, and general academic language. However, there is a need to define and assess mathematics discipline-specific language (MDL), particularly for elementary school teachers. Therefore, the purpose of this study was to develop a research instrument to assess the…

The factor structure of the "KeyMath--Revised Normative Update" (KMR-NU) "Form A" was analyzed using data from a sample of 130 students. The KMR-NU is composed of 13 subtests that are purported to measure three important aspects of math ability: Basic Concepts, Operations, and Applications. A confirmatory factor analysis…

Results of empirical comparisons of an inferential model of order analysis with factor analytic models were reported for two sets of data. On the prestructured data set both order and factor analytic models returned its dimensions of length, width and height, but on the random data set the factor analytic models indicated the presence of…

Arguments by J. Levin (1988) challenging the convergence properties of the Harman and Jones (1966) method of Minres factor analysis are shown to be invalid. Claims about the invalidity of a rank-one version of the Harman and Jones method are also refuted. (TJH)

Path analytic techniques for assessing the validity of indicators in multitrait-multimethod matrices represent improvements on Campbell and Fiske's early procedures for testing for validity. The diagnosis of indicator ills by means of confirmatory factor analysis is especially useful. An empirical example of these techniques is presented.…

A simple procedure for establishing convergent and discriminant validity is presented, as an alternative to the LISREL-based nested model used by R. P. Bagozzi (1978) and K. F. Widaman (1985). Ordinary least-squares regression is used, with the correlation between measures as the dependent variable. (SLD)

The application and utility of confirmatory second-order factor analytic methods are discussed. Factor analysis is central to concerns regarding measurement validity. Confirmatory methods are especially useful because they explicitly consider measurement error influences and because the methods are inherently theory-driven and theory-oriented.…

A method for statistical analysis of semantic differential data in educational evaluation is discussed. Estimated scores for unobserved affective variables are obtained using the canonical factor regression method. This method overcomes previous prolems of bias and inefficiency in computing composite affective indices. In an application of the…

This paper outlines the development of a quantitative instrument designed to measure students' multiple achievement goals and key aspects of their cognitive engagement in Australian educational settings. The paper demonstrates the use of congeneric measurement models in assessing and improving the validity of the scales comprising the Goal…

Bayesian estimation procedures are summarized and numerically illustrated by means of simulation methods. Procedures of data generation for simulation purposes are also delineated and computationally demonstrated. The logistic model basic to the Bayesian estimation procedures is shown to be explicit with respect to the probability distribution…

The validity of the assumptions under which the ordinal true score test theory was derived was examined using (1) simulation based on classical test theory; (2) a long empirical test with data from 321 sixth graders; and (3) an extensive simulation with 480 datasets based on the 3-parameter model. (SLD)