Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment

Autor/inn/en	Dong, Yixiao; Dumas, Denis; Clements, Douglas H.; Day-Hess, Crystal A.; Sarama, Julie
Titel	Evaluating the Consequential Validity of the Research-Based Early Mathematics Assessment
Quelle	In: Journal of Psychoeducational Assessment, 41 (2023) 5, S.575-582 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dong, Yixiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829231165812
Schlagwörter	Mathematics Instruction; Mathematics Tests; Item Analysis; Test Items; Preschool Children; Elementary School Students; Primary Education; Gender Differences; English Language Learners; Race; Ethnicity; Culture Fair Tests; Test Validity; Longitudinal Studies + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Itemanalyse; Test content; Testaufgabe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität; Testvalidität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Consequential validity (often referred to as "test fairness" in practice) is an essential aspect of educational measurement. This study evaluated the consequential validity of the Research-Based Early Mathematics Assessment (REMA). A sample of 627 children from PreK to second grade was collected using the short form of the REMA. We conducted two sets of analyses with different foci (item- or scale-level) for validation: differential item functioning (DIF) and consequential validity ratio (CVR) analyses. The analyses focused on the demographic subgroups of gender, English Language Learner status, and race/ethnicity. We found a low percentage of DIF items (less than 3%) and high CVRs (ranging from 96 to 98%). Both findings support the consequential validity and thus "fairness" of the REMA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01