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THE CONCURRENT VALIDITY OF STANDARDIZED ACHIEVEMENT TESTS BY CONTENT AREA USING TEACHERS' RATINGS AS CRITERIA
Author(s) -
HOPKINS KENNETH D.,
GEORGE CATHERINE A.,
WILLIAMS DAVID D.
Publication year - 1985
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1985.tb01056.x
Subject(s) - concurrent validity , standardized test , psychology , achievement test , attendance , academic achievement , mathematics education , language arts , test validity , social studies , reading (process) , predictive validity , content validity , developmental psychology , psychometrics , linguistics , internal consistency , philosophy , economics , economic growth
To assess the concurrent validity of standardized achievement tests using teachers' ratings (and rankings) of pupils' academic achievement as criteria, 42 teachers evaluated each of their students (n = 1,032) in each of five major curricular areas prior to the administration of a battery of standardized achievement tests. The teachers were directed to rate each student's proficiency disregarding attendance, attitude, deportment, and so on. Within‐class correlation coefficients were computed to eliminate rater leniency bias. The standardized achievement tests were found to have substantial concurrent validity in reading, math, language arts, science, and social studies. The normalized teacher ranks yielded significantly higher validity coefficients than did the ratings, although the magnitude of the difference was small. The concurrent validity coefficients for language arts, reading, and math were significantly higher than those in science and social studies.