Criterion validity of the Indiana Basic Competency Skills Test for third graders

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dc.contributor.advisor Treloar, James H. en_US
dc.contributor.author Morgan, M. Sue en_US
dc.date.accessioned 2011-06-03T19:29:14Z
dc.date.available 2011-06-03T19:29:14Z
dc.date.created 1988 en_US
dc.date.issued 1988
dc.identifier LD2489.Z68 1988 .M6 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/178798
dc.description.abstract The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria. en_US
dc.description.sponsorship Department of Educational Psychology
dc.format.extent 3, ix, 82 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Indiana Basic Competency Skills Test. en_US
dc.subject.lcsh Criterion-referenced tests. en_US
dc.subject.lcsh Educational tests and measurements. en_US
dc.title Criterion validity of the Indiana Basic Competency Skills Test for third graders en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/546153 en_US


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  • Doctoral Dissertations [3210]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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