作者: Fiore Sicoly
DOI: 10.1111/J.1745-3992.2002.TB00103.X
关键词:
摘要: Although assessments of mathematics, reading, and writing are assumed to measure distinct academic skills, this may be difficult owing the pervasive influence general ability on performance. Factor analyses school-level data from 14 large-scale assessment programs revealed that 80% variance in scores was due a common, underlying factor. Multiple regression confirmed contribute little information is unique particular subject (6% or less). different create illusion providing information, they tapping into generic cognitive abilities cut across content areas. These results raise suspicions about value validity interpretations based area scores.