A curricular validation study of the Hudson Education Skills Inventory-Writing.
| dc.advisor | Tes Mehring | en_US |
| dc.college | the teachers college | en_US |
| 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.department | psychology | en_US |
| 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.identifier.uri | http://hdl.handle.net/123456789/1896 | |
| 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 |