A curricular validation study of the Hudson Education Skills Inventory-Writing.

dc.contributor.author	Belden, Deanna K.
dc.date.accessioned	2012-07-16T13:39:11Z
dc.date.available	2012-07-16T13:39:11Z
dc.date.created	1988	en_US
dc.date.issued	2012-07-16
dc.identifier.uri	http://hdl.handle.net/123456789/1896
dc.description	37 leaves	en_US
dc.description.abstract	This study attempted to determine validity of the Composition subtest of the Hudson Education Skills Inventory (HESI) -WRITING. Subjects completed a questionnaire which paired each curriculum objective and it's corresponding test item. Subjects judged the "fit" of each pair on a scale of 1 -4 with 1 = Excellent, 2 = Good, 3 = Fair, and 4 = Poor. From the establishment of a response rate criterion, results of the questionnaire indicated that only two out of the total 130 test items were not accurately measuring the paired objective. The results show that the HESI -WRITING (Composition) appears to be a valid test of written language skills and may be used with confidence by educators,	en_US
dc.language.iso	en_US	en_US
dc.subject	Educational tests and measurements.	en_US
dc.subject	Curriculum-based assessment.	en_US
dc.title	A curricular validation study of the Hudson Education Skills Inventory-Writing.	en_US
dc.type	Thesis	en_US
dc.college	the teachers college	en_US
dc.advisor	Tes Mehring	en_US
dc.department	psychology	en_US