Examination of the psychometric properties of the measurement skills assessment

Educational and Psychological Measurement

Volumn 69, Issue 1, 2009, Pages 106-130

  Vasilyeva, Marina ^a,b   Ludlow, Larry H ^a   Casey, Beth M ^a   Onge, Caroline St ^a  

^a BOSTON COLLEGE   (United States)

^b NONE   (United States)

Author keywords

Elementary school students; Measurement skills; Principal components analysis; Rasch analysis; Test construction

Indexed keywords

EID: 58849165367     PISSN: 00131644     EISSN: 15523888     Source Type: Journal    
DOI: 10.1177/0013164408318774     Document Type: Article

References (38)

1. Barrett, J.E., & Clements, D.H. (2003). Quantifying path length: Fourth-grade children's developing abstractions for linear measurement. Cognition and Instruction, 21, 475-520.
2. Battista, M.T. (1999). Fifth graders' enumeration of cubes in 3D arrays: Conceptual progress in an inquiry-based classroom. Journal for Research in Mathematics Education, 30, 417-448.
3. Battista, M.T. (2003). Understanding students' thinking about area and volume measurement. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. 122-142). Reston, VA: National Council of Teachers of Mathematics.
4. Battista, M.T., & Clements, D.H. (1998). Finding the number of cubes in rectangular cube buildings. Teaching Children Mathematics, 4, 258-264.
5. Clements, D. H., & Bright, G. (Eds.). (2003). Learning and teaching measurement: 2003 yearbook. Reston, VA: National Council of Teachers of Mathematics.
6. Halpern, D.F. (2004). A cognitive-process taxonomy for sex differences in cognitive abilities. Current Directions in Psychological Science, 13, 135-139.
7. Henson, R.K. (2001). Understanding internal consistency reliability estimates: A conceptual primer on coefficient alpha. Measurement and Evaluation in Counseling and Development, 34, 177-189.
8. Henson, R.K., & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393-416.
9. Hiebert, J. (1984). Why do some children have trouble learning measurement concepts ? Arithmetic Teacher, 31, 19-24.
10. Johnson, E.S., & Meade, A.C. (1987). Developmental patterns of spatial ability: An early sex difference. Child Development, 58, 725-740.
11. Kamii, C. (1995, October). Why is the use of a ruler so hard? Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH.
12. Kim, H., Plake, B.S., Wise, S.L., & Novak, C.D. (1990). A longitudinal study of sex-related item bias in mathematics subtests of the California Achievement Test. Applied Measurement in Education, 3, 275-284.
13. Lehrer, R. (2003). Developing understanding of measurement. In J. Kilpatrick, W. G. Martin, & D. E. Schifter (Eds.), A research companion to principles and standards for school mathematics (pp. 179-192). Reston, VA: National Council of Teachers of Mathematics.
14. Lehrer, R., Jaslow, L., & Curtis, C. (2003). Developing understanding of measurement in the elementary grades. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement: 2003 yearbook (pp. 100-121). Reston, VA: National Council of Teachers of Mathematics.
15. Lubienski, S.T. (2003). A closer look at Black-White mathematics gaps: Intersections of race and SES in NAEP achievement and instructional practices data. Journal of Negro Education, 71, 269-287.
16. Ludlow, L.H. (1985). A strategy for the graphical representation of Rasch model residuals. Educational and Psychological Measurement, 45, 851-859.
17. Ludlow, L.H. (1986). Graphical analysis of item response theory residuals. Applied Psychological Measurement, 10, 217-229.
18. Ludlow, L.H., & Haley, S.M. (1995). Rasch model logits: Interpretation, use, and transformation. Educational and Psychological Measurement, 55, 967-975.
19. McGraw, R., Lubienski, S.T., & Strutchens, M.E. (2006). A closer look at gender in NAEP mathematics achievement and affect data: Intersections with achievement, race/ethnicity, and socio-economic status. Journal for Research in Mathematics Education, 37, 129-150.
20. Miller, K.F. (1989). Measurement as a tool for thought: The role of measuring procedures in children's understanding of quantitative invariance. Developmental Psychology, 25, 589-600.
21. Mullis, I., Martin, M., Fierros, E., Goldberg, A., & Stemler, S.E. (2000). Gender differences in achievement: IEA's third international mathematics and science study. Chestnut Hill, MA TIMSS International Study Center, Boston Colle ge.
22. Mullis, I., Martin, M., Gonzalez, E., & Chrostowski, S. (2004). TIMSS 2003 international mathematics report: Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: Boston College.
23. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
24. National Science Teachers Association. (2003). Standards for science teacher preparation. Washington, DC: Author.
25. Nitabach, E., & Lehrer, R. (1996). Developing spatial sense through area measurement. Teaching Children Mathematics, 2, 473-476.
26. Nunnally, J.C., & Bernstein, I.H. (1994). Psychometric theory (3 rd ed.). New York: McGraw-Hill.
27. Outhred, L.N., & Mitchelmore, M.C. (2000). Young children's intuitive understanding of rectangular area measurement. Journal for Research in Mathematics Education, 31, 144-167.
28. Rasch, G. (1980). Probabilistic models for some intelligence and attainment tests. Chicago: University of Chicago Press. (Original work published 1960 )
29. Robitaille, D.F. (1989). Students' achievements: Population A. In D. F. Robitaille & R. A. Gardner (Eds.), The IEA study of mathematics II: Contexts and outcomes of school mathematics (pp. 102-125). New York: Pergamon.
30. Sabers, D., Cushing, K., & Sabers, D. (1987). Sex differences in reading and mathematics achievement for middle school students. Journal of Early Adolescence, 7, 117-128.
31. Shaw, J., & Pucket-Cliatt, M. (1989). Developing measurement sense. In P. Trafton & A. Schule (Eds.), New directions for elementary school mathematics: 1989 yearbook (pp. 149-155). Reston, VA: National Council of Teachers of Mathematics.
32. Smith, R. (1991). Item and person analysis with the Rasch model. Maple Grove, MN: JAM Press. Available from http://home.att.net/ĝ̂1/4rsmith. arm/jam-press.htm
33. Strutchens, M.E., & Silver, E.A. (2000). NAEP findings regarding race/ethnicity: Students' performance, school experiences, and attitudes and beliefs. In E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the National Assessment of Educational Progress (pp. 45-72). Reston, VA: National Council of Teachers of Mathematics.
34. Voyer, D., Voyer, S., & Bryden, M.P. (1995). Magnitude of sex differences in spatial abilities: A meta-analysis and consideration of critical variables. Psychological Bulletin, 117, 250-270.
35. Wilson, P.S., & Rowland, R. (1993). Teaching measurement. In R. J. Jensen (Ed.), Research ideas for the classroom: Early childhood mathematics (pp. 171-194). New York: Macmillan.
36. Wright, B.D., & Linacre, M. (1998). WINSTEPS. Chicago: MESA Press.
37. Wright, B.D., & Masters, G.N. (1982). Rating scale analysis: Rasch measurement. Chicago: MESA Press.
38. Wright, B.D., & Stone, M. (1979). Best test design. Chicago: MESA Press.