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The Validity of Scores From Alternative Methods of Assessing Spelling Achievement
Author(s) -
Frisbie David A.,
Cantor Nancy K.
Publication year - 1995
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.1745-3984.1995.tb00456.x
Subject(s) - dictation , spelling , test (biology) , context (archaeology) , achievement test , psychology , reliability (semiconductor) , mathematics education , validity , computer science , standardized test , psychometrics , developmental psychology , linguistics , speech recognition , philosophy , paleontology , power (physics) , physics , quantum mechanics , biology
The purpose of this study was to gather evidence to examine the validity of alternative methods for assessing the spelling achievements of students in Grades 2–7. Students in Grades 2, 3, 5, and 7 took both a dictation spelling test and an objective spelling test. Scores from the Iowa Tests of Basic Skills were available for nearly all students. Comparisons among item formats centered on difficulty, content coverage and efficiency, reliability, relationship with dictation scores, the influence of context, and relationship to overall achievement. Overall, no single objective format stood out above the others, but some demonstrated superiority to the dictation format on several dimensions.