Evidence of Validity of the Reading Subtest of School Achievement Test
The school achievement test is a psychopedagogical instrument for children from 1st to 6th grade, assessing broadly learning through three subtests: reading, writing and arithmetic. The goal of this study was to evaluate the psychometric properties of the reading subtest, using principal axes analys...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Presbiteriana Mackenzie (UPM) |
| Repositorio: | Psicologia (Universidade Presbiteriana Mackenzie. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.editorarevistas.mackenzie.br:article/6254 |
| Acceso en línea: | http://editorarevistas.mackenzie.br/index.php/ptp/article/view/6254 |
| Access Level: | acceso abierto |
| Palabra clave: | reading school achievement test validity item response theory leitura teste de desempenho escolar validade teoria de resposta ao item avaliação psicológica lectura prueba de rendimiento académico la validez la Teoría de Respuesta al Ítem abuso sexual, pericia psicológica forense, impacto psicológico, evaluación psicológica |
| Sumario: | The school achievement test is a psychopedagogical instrument for children from 1st to 6th grade, assessing broadly learning through three subtests: reading, writing and arithmetic. The goal of this study was to evaluate the psychometric properties of the reading subtest, using principal axes analysis and item response theory to evaluate the internal structure, items difficulty and discrimination. The sample consisted of data from surveys conducted in four Brazilian states (N= 1831). Results indicated that the reading subtest presents evidence of unidimensionality, more accurately assess students with low and medium skill, and discriminates students only through third grade. These results indicate that subtest presents evidence of validity, but requires refinement. |
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