Reliability and Validity of the Language Proficiency Measure
Bibliographic Data
| ID | 20285812 |
|---|---|
| Authors | Stephen Powers (Tucson Unified School District, Arizona), Donna M Johnson (0000-0003-3490-8343, University of Arizona), Helen B Slaughter (Tucson Unified School District, Arizona), Christopher Crowder (Tucson Unified School District, Arizona), P Berthon Jones (University of Arizona), Patricia B Jones (University of Arizona) |
| Year | 1985 |
| Volume | 45 |
| Issue | 4 |
| Pages | 959-963 |
| Publication date | 1985-12-01 |
| 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 | 10.1177/0013164485454029 |
| OpenAlex | W2083116152 |
| Language | EN |
A total of 101 English-speaking Hispanic and 97 Spanish-speaking Hispanic pupils in Grade K-3 were administered the Language Proficiency Measure (LPM). Results indicated that the interrater reliability was adequate, internal-consistency reliability estimates were high, concurrent validity coefficients were adequate, and the classification validity was acceptable. These findings provided substantial evidence supporting the reliability and validity of the LPM
Concurrent validity · Data mining · Developmental psychology · Inter-rater reliability · Internal consistency · Language assessment · Language proficiency · Mathematics education · Measure (data warehouse) · Psychometrics · Rating scale · Reliability (semiconductor) · Statistics · Test validity · Validity · Clinical Psychology · Computer Science · EFL/ESL Teaching and Learning · Language Development and Disorders · Mathematics · Multilingual Education and Policy · Psychology
| Highly cited | No |
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