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Reliability and validity of a group ...

Walsh-Cicchillo, Paulette.

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Reliability and validity of a group ability test.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reliability and validity of a group ability test./
作者:	Walsh-Cicchillo, Paulette.
面頁冊數:	35 p.
附註:	Adviser: Raymond DiGiuseppe.
Contained By:	Dissertation Abstracts International67-02B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3206864
ISBN:	9780542553769

Reliability and validity of a group ability test.
Walsh-Cicchillo, Paulette.

Reliability and validity of a group ability test. - 35 p.

Adviser: Raymond DiGiuseppe.

Thesis (Psy.D.)--St. John's University (New York), 2006.

The Kuhlmann Anderson Test of Academic Potential is a group ability test administered in schools to assess verbal and nonverbal abilities. Although school administrators use scores from this test to make educational decisions, there is little information available concerning the reliability and validity of the instrument in either the test manual or in the literature. The current researcher looked to fill this void by examining the short-term and long-term predictability, stability of scores, and concurrent validity of the Kuhlmann Anderson. This aim was accomplished by using regression analyses to determine the ability of the Kuhlmann Anderson to predict scores on the Metropolitan Achievement Test in Reading and Math in the short and long-term (the year the Kuhlmann Anderson was administered and two years later), and correlating students' Kuhlmann Anderson scores from third and fifth grade. Also, Kuhlmann Anderson scores were correlated with those from the WISC-III. Participants for the predictability and stability studies included 213 students in grades three and five from a suburban elementary school district; subjects for the concurrent validity study were 94 special education students from the same school district. It was hypothesized that all correlations would be significant, and that for the predictability study, the Kuhlmann Anderson Verbal Scale would be the best predictor of Reading achievement, whereas the Nonverbal Scale would be the best predictor of Math achievement. Correlations for all three studies were found to be significant. In the cases of predictive validity, however, the Full Scale score was the best predictor of math achievement and of reading achievement in the third grade. There were no significant differences between scales for predicting reading achievement in the fifth grade. Correlations between third and fifth grade Kuhlmann Anderson scores were .630 for the Full Scale, .344 for the Verbal Scale, and .491 for the Nonverbal Scale. Correlations between the Kuhlmann Anderson and WISC-III were .511 for the Full Scale, .272 for the Verbal Scale, and .456 for the Nonverbal/Performance Scale. Correlations, although significant, are not strong, and do not adequately support the Kuhlmann Anderson's use as a valid and reliable instrument.

ISBN: 9780542553769Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Reliability and validity of a group ability test.
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502 $a Thesis (Psy.D.)--St. John's University (New York), 2006.
520 $a The Kuhlmann Anderson Test of Academic Potential is a group ability test administered in schools to assess verbal and nonverbal abilities. Although school administrators use scores from this test to make educational decisions, there is little information available concerning the reliability and validity of the instrument in either the test manual or in the literature. The current researcher looked to fill this void by examining the short-term and long-term predictability, stability of scores, and concurrent validity of the Kuhlmann Anderson. This aim was accomplished by using regression analyses to determine the ability of the Kuhlmann Anderson to predict scores on the Metropolitan Achievement Test in Reading and Math in the short and long-term (the year the Kuhlmann Anderson was administered and two years later), and correlating students' Kuhlmann Anderson scores from third and fifth grade. Also, Kuhlmann Anderson scores were correlated with those from the WISC-III. Participants for the predictability and stability studies included 213 students in grades three and five from a suburban elementary school district; subjects for the concurrent validity study were 94 special education students from the same school district. It was hypothesized that all correlations would be significant, and that for the predictability study, the Kuhlmann Anderson Verbal Scale would be the best predictor of Reading achievement, whereas the Nonverbal Scale would be the best predictor of Math achievement. Correlations for all three studies were found to be significant. In the cases of predictive validity, however, the Full Scale score was the best predictor of math achievement and of reading achievement in the third grade. There were no significant differences between scales for predicting reading achievement in the fifth grade. Correlations between third and fifth grade Kuhlmann Anderson scores were .630 for the Full Scale, .344 for the Verbal Scale, and .491 for the Nonverbal Scale. Correlations between the Kuhlmann Anderson and WISC-III were .511 for the Full Scale, .272 for the Verbal Scale, and .456 for the Nonverbal/Performance Scale. Correlations, although significant, are not strong, and do not adequately support the Kuhlmann Anderson's use as a valid and reliable instrument.
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