The Criterion Validity Of Multiple Achievement Tests Of Pupils Of Grades3-6

Goal:(1) provide criterion related validity evidence for MATs in grade3to grade6.(2)find the correlation between intelligence and Chinese, math scores, therefore estimate the percentage of different grades’scores of MATs in explaining variance of intelligence(3)test whether girl’s academic records is significantly higher than boy’s in primary school according to psychometric assessments.Method:(1)64Participants are primary school students arranged from grade4to grade7which were recruited from Changsha and Yongchuan District in Chongqin in a way of stratified sampling.(2)choose academic records, grades, intelligence test scores and teachers’ rating to students’performance as criterion for MATs in garde3to grade6.(3)use semester final exam’s scores, grades, WISC-IV scores of Chinese version and teachers ratings as corresponding criterion measurements (4)adopt product moment correlation, ANOVA and Kendall’s tau-c Coefficient to calculate the correlation between test scores and criterionResults:(1)the correlation between achievement test Part A’s scores in Chinese and semester Chinese final exam’s scores is0.390;And the correlation between achievement test Part A’s scores in math and semester math final exam’scores is0.596;also, the correlation between comprehensive scores and semester final exam’s total scores is0.569, and those three correlations are all significant. For the Part B of achievement test, the correlations are0.487、0.514and0.569, respectively, and those three correlations are all of extremely significant;(2)the relations between achievement test in Chinese part’s scores, math part’s scores, total scores and Perceptual Reasoning Index are0.242,0.255and0.260respectively, and the latter two are of significant. In addition, the relations between achievement test in Chinese part’s scores, math part’s scores, total scores and Verbal Comprehension Index are0.205,0.114and0.159, and all of the three relations are not significant. Also, the relations between achievement test in Chinese part’s scores, math part’s scores, total scores and General Ability Index are0.240,0.202and0.227, and all of the three relations are not significant. And the three scores of achievement test’s relations (Chinese part’s scores, math part’s scores and total scores) with total intelligence are0.160,0.083and0.121,respectively,too;(3)the coefficient of correlation between Chinese scores and Chinese teachers’rating is-0.380,and for math,thecoefficient of correlation is-0.400;(4)in0.01level,the difference between the scores of students who from different grades are significant. Specifically, the difference between grade5’s students’scores and grade5’s students’ scores is not significant while the differences between grade5and grade6, grade4and grade5are of extremely significant.Conclusion:(1) the criterion related validity tested in the MATS in grade3to grade6is moderate;(2)the Chinese part’s scores, math part’s scores, total scores of MATs in grade3to grade6accounts for5.76%,4.08%and5.15%variance in explaining General Ability Index,respectively;(3)in primary school, girls’Chinese and math scores are higher than boys’, but this is not significant.