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Item analyses of the concept assessment kit‐conservation for educable mentally retarded children
Author(s) -
Silverstein A. B.,
Brownlee Linda,
Legutki Greg
Publication year - 1981
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 - 10.1002/1520-6807(198104)18:2<139::aid-pits2310180203>3.0.co;2-i
Subject(s) - mentally retarded , psychology , task (project management) , developmental psychology , sample (material) , intelligence quotient , cognition , chemistry , management , chromatography , neuroscience , economics
A series of item analyses of the CAK‐C was conducted for a sample of 155 educable mentally retarded children. The probability of a correct response was found to differ from task to task, and there was evidence that the order of difficulty of the tasks for this sample resembled that for nonretarded children. The probabilities of the two incorrect responses were generally not equal, and the choice of one or the other incorrect response showed some relation to CA, MA, and IQ, particularly the last two variables.