Redundancy in the California Achievement Test
Bibliographic Data
| ID | 20284783 |
|---|---|
| Authors | Stephen Powers (Tucson Unified School District, Arizona), Christopher Crowder (Tucson Unified School District, Arizona) |
| Year | 1982 |
| Volume | 42 |
| Issue | 4 |
| Pages | 1253-1257 |
| Publication date | 1982-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational and Psychological Measurement (JOURNAL) |
| Journal identifiers | ISSN: 0013-1644 • E-ISSN: 1552-3888 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/001316448204200435 |
| OpenAlex | W1990037455 |
| Language | EN |
| Citations received | 2 |
| References cited | 3 |
The factorial structure of the California Achievement Test was examined for 3813 public school students (2266 fifth-grade subjects and 1547 seventh-grade participants) in the Tucson Unified School District. Intercorrelation matrices were analyzed by using principal factors solutions. The factorial structure consisted of one large common factor in each grade analysis. The findings of this study indicated that there was considerable redundancy among subtests. The use of subtest scores as measures of independent abilities is questioned
Achievement test · Developmental psychology · Factorial · Factorial analysis · Mathematics education · Principal component analysis · Psychometrics · Redundancy (engineering) · Standardized test · Statistics · Test (biology) · Test validity · Cognitive Abilities and Testing · Computer Science · Education, Achievement, and Giftedness · Mathematics · Psychology · School Choice and Performance
| Citations per year | 0.05 |
|---|---|
| Citation span | 1984 - 1985 (2) |
| Highly cited | No |