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Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills
Author(s) -
Canivez Gary L.
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(200003)37:2<107::aid-pits2>3.0.co;2-9
Subject(s) - psychology , vocabulary , construct validity , predictive validity , test (biology) , test validity , construct (python library) , cognition , developmental psychology , mathematics education , psychometrics , linguistics , paleontology , philosophy , neuroscience , computer science , biology , programming language
This study investigated the predictive and construct validity of the Developing Cognitive Abilities Test in a heterogeneous sample of 863 sixth grade students. Level H of the DCAT was administered during the student's sixth grade year and selected subtests of the Iowa Tests of Basic Skills were administered eight months later during their seventh grade year. Results showed that correlations between the DCAT and Iowa Tests of Basic Skills ranged from .50 (DCAT Spatial‐ITBS Language Usage) to .74 (DCAT Total‐ITBS Mathematics Problem Solving) with a median r = .635. Correlations also supported the construct (convergent) validity of the DCAT when compared to the ITBS with the DCAT Verbal subtest correlating significantly higher with the ITBS Vocabulary, Reading, and Language Usage than either the DCAT Quantitative or Spatial subtests which are not as verbally oriented. The DCAT Quantitative subtest was associated with the ITBS Mathematics Problem Solving to a greater extent than either the DCAT Verbal or Spatial subtests. © 2000 John Wiley & Sons, Inc.