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- Publisher
- American Psychological Association
- Copyright
- Copyright © 2001 Canadian Psychological Association
- ISSN
- 0008-400x
- eISSN
- 1879-2669
- DOI
- 10.1037/h0087124
- Publisher site
- See Article on Publisher Site
Abstract
This study reports validity evidence for a large-scale and “low-stakes” performance assessment involving 905 Grade 8 students. A subsample of 198 students was used to study the relationship of performance measures with conventional achievement and affective measures. Confirmatory factor analysis indicated that the eight math performance tasks were unidimensional. Generalizability and dependability coefficients were .72 and .68, respectively. Also provided is other empirical validity evidence. Performance scores produced large and significant correlations with the achievement variables. Gender differences were significant for the total performance score as well as for the two components: concepts, procedures, and relationships, and applications and problem solving. Results are related to theory and practice.
Journal
Canadian Journal of Behavioural Science / Revue Canadienne des Sciences du Comportement – American Psychological Association
Published: Jan 1, 2001