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On the Validity of Reading Assessments: Relationships Between Teacher Judgements, External Tests and Pupil Self-Assessments


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Title: On the Validity of Reading Assessments: Relationships Between Teacher Judgements, External Tests and Pupil Self-Assessments
Authors: Johansson, Stefan
E-mail: stefan.johansson@gu.se
Issue Date: 4-Feb-2013
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education and Special Education ; Institutionen för pedagogik och specialpedagogik
Parts of work: Artikel I: Johansson, S., Myrberg, E., & Rosén, M. (2012). Teachers and tests: assessing pupil reading achievement in primary schools. Educational Research and Evaluation, 18(8), 693-711.
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Artikel II:Johansson, S., Myrberg, E., & Rosén, M. (Submitted). The importance of teacher competence for pupil reading achievement

Artikel III:Johansson, S., Strietholt, R., Rosén, M., & Myrberg, E. (Submitted). Valid inferences of teachers’ judgements of pupils’ reading achievement: does teacher competence matter?

Artikel IV:Johansson, S. (Accepted). Teachers and pupils assessing reading literacy in primary schools. IERI Monograph Series.
Date of Defence: 2013-02-25
Disputation: Måndagen den 25:e februari, klockan 13.00 i Kjell Härnqvistsalen, Pedagogen Hus A
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: ACTA Gothenburg Studies in Educational Sciences
328
Keywords: Validity; Validation; Assessment; Teacher judgements; External tests; PIRLS 2001; Self-assessment; Multilevel models; Structural Equation Modeling; Socioeconomic status; Gender
Abstract: The purpose of this thesis is to examine validity issues in different forms of assessments; teacher judgements, external tests, and pupil self-assessment in Swedish primary schools. The data used were selected from a large-scale study––PIRLS 2001––in which more than 11000 pupils and some 700 teachers from grades 3 and 4 participated. The primary method used in the secondary analyses to investigate validity issues of the assessment forms is multilevel Structural Equation Modeling (SEM) with laten... more
ISBN: 978-91-7346-736-0
URI: http://hdl.handle.net/2077/32012
Appears in Collections:Gothenburg Studies in Educational Sciences
Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik och specialpedagogik

 

 

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