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An investigation into the consequent...

Smart, Merlyn.

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An investigation into the consequential validity of the Secondary Entrance Assessment examination.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An investigation into the consequential validity of the Secondary Entrance Assessment examination./
作者:	Smart, Merlyn.
面頁冊數:	279 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2462.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Tests and Measurements. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3098402

An investigation into the consequential validity of the Secondary Entrance Assessment examination.
Smart, Merlyn.

An investigation into the consequential validity of the Secondary Entrance Assessment examination. - 279 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2462.

Thesis (Ph.D.)--The Florida State University, 2003.

This research study investigated the consequential validity of the Secondary Entrance Assessment (SEA) examination. The SEA, a new high-stakes national test was developed in Trinidad and Tobago for assigning primary level students of Standard Five classes to secondary schools. The Standard Five classes are equivalent to Grade 5 in the United States. Policymakers expected that replacing the former Common Entrance Examination (CEE) with the SEA would reduce significant adverse consequences associated with the CEE and bring about certain positive consequences for students, teachers, and other stakeholders. The concept of consequential validity was introduced in 1989 by Messick, within what he called a unified concept of validity, and later incorporated in the 1999 Standard for Educational and Psychological Testing. Focus was given to what Messick refers to as value implications and social consequences.Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

An investigation into the consequential validity of the Secondary Entrance Assessment examination.
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245 1 3 $a An investigation into the consequential validity of the Secondary Entrance Assessment examination.
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500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2462.
500 $a Major Professor: Albert Oosterhof.
502 $a Thesis (Ph.D.)--The Florida State University, 2003.
520 $a This research study investigated the consequential validity of the Secondary Entrance Assessment (SEA) examination. The SEA, a new high-stakes national test was developed in Trinidad and Tobago for assigning primary level students of Standard Five classes to secondary schools. The Standard Five classes are equivalent to Grade 5 in the United States. Policymakers expected that replacing the former Common Entrance Examination (CEE) with the SEA would reduce significant adverse consequences associated with the CEE and bring about certain positive consequences for students, teachers, and other stakeholders. The concept of consequential validity was introduced in 1989 by Messick, within what he called a unified concept of validity, and later incorporated in the 1999 Standard for Educational and Psychological Testing. Focus was given to what Messick refers to as value implications and social consequences.
520 $a Data were collected through surveys and interviews using a sample of 47 primary and 53 secondary teachers. Of the latter group, 27 were teachers of language and 26 teachers of mathematics. The primary teachers are responsible for preparing students to write the SEA examination. The secondary teachers are expected to use information derived through the SEA to guide instruction provided students during their first year at a secondary school.
520 $a The survey instruments contained both fixed and free-response items. Using fixed-response items, teachers established the value they associated with various skills in mathematics and language. Teachers similarly indicated the extent to which they perceived various social outcomes resulted from using the SEA. Open-response items then asked teachers to provide specific examples of implications associated with these values and social outcomes. Interviews involved the same teachers that completed the surveys, as well as two curriculum officers. The interviews allowed educators to describe some of these changes both in content taught and in instructional procedures employed as a result of administering the SEA.
520 $a Analysis of data revealed positive, as well as, some adverse consequences associated with the new test. Some of the positive consequences related directly to the content areas, and to the format of the examination. Examples of some negative side effects included: neglect of certain areas of the curriculum; the disadvantage faced by weaker students in terms of the workload; and lack of training related to social, moral, and value skills among students.
520 $a As often is the case with newly implemented testing programs, evidence showed that there were no methods in place for monitoring consequences resulting from use of the new SEA examination. Discussion of results from the present study includes recommendations for monitoring these consequences, along with suggestions for future research investigations involving the SEA.
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650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Psychology, Social. $3 529430
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710 2 0 $a The Florida State University. $3 1017727
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