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A Study of General Cognitive Operations in Two Achievement Test Batteries and Their Relationship to Item Difficulty [microform] / Robert J. Marzano and Daniel M. Jesse
Bib ID 5495971
Format BookBook, MicroformMicroform, OnlineOnline
Author
Marzano, Robert J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1987 
47 p. 
Summary

In this study 6,942 items from two standardized achievement test batteries--the Stanford (Early School Achievement Battery, Achievement Battery, and Test of Academic Skills) and the Comprehensive Test of Basic Skills--were analyzed. Focus was on determining: (1) the extent to which these test batteries included general cognitive operations (GCOs) that are considered important for information processing; and (2) the relationship of the GCOs they contain to item difficulty. It was found that only nine of 22 GCOs were represented in the two tests--retrieval, reference, comparison and contrast, summarizing, inference, ordering, visual matching, transposing, and representing. When item difficulty was regressed on these nine GCOs, it was found that very little of the variance in item difficulty could be accounted for. Three possible interpretations for this weak relationship between the nine GCOs and item difficulty are discussed. Two interpretations imply that GCOs are a valid construct and are important to domain specific tasks. The third interpretation implies that GCOs are an invalid construct since cognition cannot be separated from content. A list of 39 references is attached. Four tables present test results and intercorrelations. (Author/SLD)

Notes

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

Contract Number: 400-86-0002.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Achievement Tests.  |  Cognitive Measurement.  |  Cognitive Processes.  |  Comparative Analysis.  |  Construct Validity.  |  Difficulty Level.  |  Elementary Secondary Education.  |  Psychometrics.  |  Test Items.  |  Test Validity.  |  General Cognitive Operations  |  Comprehensive Tests of Basic Skills Stanford Achievement Tests
Form/genre Reports, Research.
Other authors/contributors Jesse, Daniel M., author  |  Mid-Continent Regional Educational Lab., Aurora, CO
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