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There is an increasing interest in reporting subscores, both at examinee level and at aggregate levels. However, it is important to ensure reasonable subscore performance in terms of high reliability and validity to minimize incorrect instructional and remediation decisions. This article employs a statistical measure based on classical test theory that is conceptually similar to the test reliability measure and can be used to determine when subscores have any added value over total scores. The usefulness of subscores is examined both at the level of the examinees and at the level of the institutions that the examinees belong to. The suggested approach is applied to two data sets from a basic skills test. The results provide little support in favor of reporting subscores for either examinees or institutions for the tests studied here. 相似文献
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The purpose of this ITEMS module is to provide an introduction to subscores. First, examples of subscores from an operational test are provided. Then, a review of methods that can be used to examine if subscores have adequate psychometric quality is provided. It is demonstrated, using results from operational and simulated data, that subscores have to be based on a sufficient number of items and have to be sufficiently distinct from each other to have adequate psychometric quality. It is also demonstrated that several operationally reported subscores do not have adequate psychometric quality. Recommendations are made for those interested in reporting subscores for educational tests. 相似文献
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In South Africa Education White Paper 6 introduced the establishment of Institutional-Level Support Teams (ILST) at school level to support the learning and teaching process by identifying and addressing learner, teacher and institutional needs. The core priority of these teams is to implement properly co-ordinated learner and teacher support services. This paper therefore explores the effectiveness of the ILSTs in providing support services at Full-Service Schools (FSS). In this article the Rubin, Plovnick and Fry's GRPI model of team effectiveness (1977) was used to explore the effectiveness of the ILSTs in selected schools. By means of focus group interviews, data was generated from two strata, namely ILST members and district officials working directly with FSS. The study was a case study within a qualitative research design. Data was analysed using an inductive analytical framework and a group interpretive data analysis method. The results indicate some efficacy of support provision, but with numerous challenges regarding attention to the desired results, agreement on the standards and expectations, misunderstanding of the boundaries in which ILSTs operate, individual and shared responsibilities, conflict resolution, and effective methods for dealing with conflict. 相似文献
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Recently, interest in test subscore reporting for diagnosis purposes has been growing rapidly. The two simulation studies here examined factors (sample size, number of subscales, correlation between subscales, and three factors affecting subscore reliability: number of items per subscale, item parameter distribution, and data generating model) that affected the value of reporting subscores within the classical test theory framework. Results showed that a higher proportion of subscores of added value was related to lower correlation between subscales, more items per subscale, no guessing in responses, smaller variability in difficulty parameters, and matched average item difficulty and average examinee ability. 相似文献
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