ERIC Number: ED276745
Record Type: Non-Journal
Publication Date: 1984-Apr
Pages: 16
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Content and Construct Validity of Norm-Referenced Tests.
Green, Donald Ross; Yen, Wendy M.
Basic skills tests in which measurement of growth is defined in the context of national norms are discussed. An integral part of the construction of norms is the production of a trait or ability score which is normed. Test publishers define a multidimensional trait by including items which measure it. The trait as a construct is a distinct ability, rather than the sum of a set of discrete skills. To be useful, a normative scale must exhibit monotonic growth. Curves which provide the basis for unambiguous norms are illustrated, using achievement data from a trial of the DMI Mathematics Systems, which is a set of criterion-referenced tests in mathematics suitable for grades K to 8 and above. Objectives were developed to be consistent with current classroom practices, curricula, and textbooks. Two test booklets, each containing 42 items, were tried out in grades 6-10;, using over 2,000 students. The results for some skills showed decreasing characteristic curves from one grade to the next. It was concluded that items which result in non-monotonic increasing characteristic curves must be eliminated in order to have empirically based nonambiguous norms. When the norm-referenced trait involves growth, content areas that do not grow do not belong in its measurement. (GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A