Examining the underlying factor structure of a statewide science test under oral and standard administrations

Do Hong Kim, Christina Schneider, Theresa Siskind

Research output: Contribution to journalArticle

5 Scopus citations

Abstract

This study investigates the factorial invariance of the statewide science tests at the middle school level across the oral administration accommodation and nonaccommodated groups of students with and without disabilities. Results indicate that the factor loadings and error variances are invariant across groups, although the oral administration and general education groups in Grade 8 support partial invariance in error variances. On the whole, this study supports that the science test scores for the oral administration group have the same meaning for those for the nonaccommodated groups. Aside from providing supporting validity evidence, this study also introduces the analytical method that can be used for studies of the same nature in other states.

Original languageEnglish (US)
Pages (from-to)323-333
Number of pages11
JournalJournal of Psychoeducational Assessment
Volume27
Issue number4
DOIs
StatePublished - Aug 1 2009
Externally publishedYes

Keywords

  • Factorial invariance
  • Oral administration
  • Science tests
  • Students with disabilities

ASJC Scopus subject areas

  • Education
  • Clinical Psychology
  • Psychology(all)

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