THE INFLUENCE OF DIFFERENT STYLES OF TEXTBOOK USE ON INSTRUCTIONAL VALIDITY OF STANDARDIZED TESTS
Earlier content analyses provided evidence that the match in content covered by textbooks and tests varies as a function of the textbook and test a teacher has been asked to use. This investigation attempts to determine if the congruity in textbook-test content also varies as a function of different...
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| Published in: | Journal of educational measurement Vol. 20; no. 3; pp. 259 - 270 |
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| Main Authors: | , , , , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Oxford, UK
Blackwell Publishing Ltd
01-09-1983
National Council on Measurement in Education |
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| Abstract | Earlier content analyses provided evidence that the match in content covered by textbooks and tests varies as a function of the textbook and test a teacher has been asked to use. This investigation attempts to determine if the congruity in textbook-test content also varies as a function of different styles of textbook use. Using year-long case studies of seven teachers as a guide, five distinct styles of textbook use were identified. The percent of items on each of five standardized tests that focused on topics covered in each style of using the Holt fourth-grade mathematics textbook was then determined. Student opportunities to learn content covered on the CTBS-II and Metropolitan tests varied across the five styles. However, for the CTBS-I, Iowa, and Stanford tests, measures of instructional validity did not vary across four of the five styles considered, despite clear differences in topics emphasized in each style. Across all tests, instructional validity was far lower for the management-by-objectives model than for any other style of textbook use. |
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| AbstractList | Earlier content analyses provided evidence that the match in content covered by textbooks and tests varies as a function of the textbook and test a teacher has been asked to use. This investigation attempts to determine if the congruity in textbook-test content also varies as a function of different styles of textbook use. Using year-long case studies of seven teachers as a guide, five distinct styles of textbook use were identified. The percent of items on each of five standardized tests that focused on topics covered in each style of using the Holt fourth-grade mathematics textbook was then determined. Student opportunities to learn content covered on the CTBS-II and Metropolitan tests varied across the five styles. However, for the CTBS-I, Iowa, and Stanford tests, measures of instructional validity did not vary across four of the five styles considered, despite clear differences in topics emphasized in each style. Across all tests, instructional validity was far lower for the management-by-objectives model than for any other style of textbook use. |
| Author | SCHMIDT, WILLIAM H. PORTER, ANDREW C. FLODEN, ROBERT E. BELLI, GABRIELLA M. SCHWILLE, JOHN R. FREEMAN, DONALD J. |
| Author_xml | – sequence: 1 givenname: DONALD J. surname: FREEMAN fullname: FREEMAN, DONALD J. organization: Michigan State University – sequence: 2 givenname: GABRIELLA M. surname: BELLI fullname: BELLI, GABRIELLA M. organization: Michigan State University – sequence: 3 givenname: ANDREW C. surname: PORTER fullname: PORTER, ANDREW C. organization: Michigan State University – sequence: 4 givenname: ROBERT E. surname: FLODEN fullname: FLODEN, ROBERT E. organization: Michigan State University – sequence: 5 givenname: WILLIAM H. surname: SCHMIDT fullname: SCHMIDT, WILLIAM H. organization: Michigan State University – sequence: 6 givenname: JOHN R. surname: SCHWILLE fullname: SCHWILLE, JOHN R. organization: Michigan State University |
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| Cites_doi | 10.1007/978-94-017-5364-7_6 10.1111/j.1745-3984.1981.tb00844.x |
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| Copyright | Copyright 1983 National Council on Measurement in Education |
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| DOI | 10.1111/j.1745-3984.1983.tb00204.x |
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| Notes | ark:/67375/WNG-5HMC2HBV-4 istex:58E7ABB691101742502D7FEAF25B932372C92235 ArticleID:JEDM259 This work was sponsored, in part, by the Institute for Research on Teaching, College of Education, Michigan State University. The Institute for Research on Teaching is funded primarily by the Program for Teaching and Instruction of the National Institute of Education, United States Department of Education. The opinions expressed in this publication do not necessarily reflect the position, policy, or endorsement of the National Institute of Education. (Contract No. 400‐81‐0014) |
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| References | MADDEN, R., GARDNER, E., RUDMAN, H., KARLSEN, B., & MERWIN, J. Stanford achievement test. New York : Harcourt Brace Jovanovich, 1973. PRESCOTT, G. A., BALOW, I. H., HOGAN, T. P., & FARR, R. C. Metropolitan achievement tests. New York : Harcourt Brace Jovanovich, 1978. FREEMAN, D. J., KUHS, T. M., PORTER, A. C., FLODEN, R. E., SCHMIDT, W. H., & SCHWILLE, J. R. Do textbooks and tests define a national curriculum in elementary school mathematics Elementary School Journal, in press. HIERONYMUS et al. Iowa test of basic skills. Boston : Houghton Mifflin, 1978. NICHOLS, E. D., ANDERSON, PV A., DWIGHT, L. A., FLOURNOY, F., KALIN, R., SCHLUEP, J., & SIMON, L. Holt school mathematics. New York : Holt, Rinehart & Winston, 1978. LEINHARDT, G., & SEEWALD, A. M. Overlap: What's tested, what's taught Journal of Educational Measurement, 1981, 18, 85-96. KUHS, T. M., SCHMIDT, W. H., PORTER, A. C., FLODEN, R. E., FREEMAN, D. J., & SCHWILLE, J. R. A taxonomy for classifying elementary school mathematics content(Research Series No. 4). East Lansing , Mich. : Institute for Research on Teaching, Michigan State University, 1979. CTB/McGRAW-HILL. Comprehensive tests of basic skills. Monterey , Calif. : McGraw-Hill, 1976. 1976 1973 1981; 18 1983 March 1981 1979 1978 CTB/McGRAW‐HILL (e_1_2_1_3_1) 1976 e_1_2_1_8_1 NICHOLS E. D. (e_1_2_1_10_1) 1978 KUHS T. M. (e_1_2_1_7_1) 1979 HIERONYMUS (e_1_2_1_6_1) 1978 e_1_2_1_12_1 e_1_2_1_4_1 MADDEN R. (e_1_2_1_9_1) 1973 e_1_2_1_13_1 PRESCOTT G. A. (e_1_2_1_11_1) 1978 FREEMAN D. J. (e_1_2_1_5_1) BERLINER D. C. (e_1_2_1_2_1) 1979 |
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| SubjectTerms | Achievement tests College instruction Fractions Mathematical validity Mathematics curricula Mathematics education Mathematics teachers Mathematics tests Standardized tests Textbooks |
| Title | THE INFLUENCE OF DIFFERENT STYLES OF TEXTBOOK USE ON INSTRUCTIONAL VALIDITY OF STANDARDIZED TESTS |
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