Longitudinal Analyses of Academic Achievement

Williamson, Gary L.; Appelbaum, Mark I.; Epanchin, Alex

doi:10.1111/j.1745-3984.1991.tb00344.x

Cited by 79 publications

(62 citation statements)

References 25 publications

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“…This procedure sets at least two requirements for the measurement of both skills: first, the measurements should be identical across the measurement points, and second, there should be no floor or ceiling effects at any of the measurement points as values of skewness and kurtosis in Table 1 show Williamson et al 1991). These requirements ought to be met in the case of slowly developing academic skills, such as MCK and text comprehension skill.…”

Section: Measures and Proceduresmentioning

confidence: 97%

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

Annevirta

Laakkonen

Kinnunen

et al. 2007

Metacognition Learning

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The aim of this study was, firstly, to explore the development of primary school children's metacognitive knowledge from preschool to the 2nd grade and the development of their text comprehension skill from the 1st grade to the 3rd grade. Secondly, the developmental dynamics between metacognitive knowledge (MCK) and text comprehension skill (CS) across the first three school years were investigated. The longitudinal sample included 181 children who were tested three times from preschool spring to the spring term of the 3rd grade using an identical set of measurements: the Metacognitive Knowledge Test and Listening and Reading Comprehension Tests. In studying developmental change using Latent Growth Curve modelling (LGC), no uni-construct effect for the development of MCK or for text CS was found. However, a slight multi-construct cumulative development between the children's MCK and reading CS was identified. Thus, it could be cautiously interpreted that the more the children's MCK developed from preschool to the end of the 2nd grade, the better reading CS they showed during the first three school years.

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Section: Measures and Proceduresmentioning

confidence: 97%

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

Annevirta

Laakkonen

Kinnunen

et al. 2007

Metacognition Learning

View full text Add to dashboard Cite

show abstract

“…There are two reasons for the choice of these particular subjects. First, learning to read and learning mathematics are particularly challenging for school beginners and can have significant consequences for their later school career (Landerl & Wimmer, 2008;Williamson, Appelbaum, & Epanchin, 1991). Second, children's motivation often varies across different subjects.…”

Section: Interest In Academic Subjectsmentioning

confidence: 99%

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

Lerkkanen

Kiuru

Pakarinen

et al. 2012

Contemporary Educational Psychology

116

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“…Studying change or growth in a single variable when the variable measured is not really 'the same' at the different ages poses difficulties (Bergman, Eklund, & Magnusson, 1991 (Williamson, Appelbaum, & Epanchin, 1991) That is, the scores [obtained at different grades to measure gain] need to share a common metric despite the fact that students in different grades are administered different assessment tasks (Linn, 2001). …”

Section: Irt Vertical Scaling Assumption and Literaturementioning

confidence: 99%

Exploring the Full-Information Bifactor Model in Vertical Scaling With Construct Shift

Lissitz

2012

Applied Psychological Measurement

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To address the lack of attention to construct shift in IRT vertical scaling, a bifactor model is proposed to estimate the common dimension for all grades and the grade-specific dimensions. The bifactor model estimation accuracy is evaluated through a simulation study with manipulated factors of percent of common items, sample size, and degree of construct shift. In addition, the unidimensional IRT (UIRT) estimation model that ignores construct shift is examined to represent the current practice for IRT vertical scaling; comparisons on parameter estimation accuracy of the bifactor and UIRT models are discussed.The major findings of the simulation study are (1) bifactor models are well recovered overall, even though item discrimination parameters are underestimated to a small degree; (2) item discrimination parameter estimates are overestimated in UIRT models due to the effect of construct shift; (3) person parameters of UIRT models are less accurately estimated than that of bifactor models, and the accuracy decreases as the degree of construct shift increases; (4) group mean parameter estimates of UIRT models are less accurate than that of bifactor models, and a large effect due to construct shift is found for the group mean parameter estimates of UIRT models.The real data analysis provides an illustration of how bifactor models can be applied to a problem involving for vertical scaling with construct shift. General procedures for testing practice are also discussed.

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Longitudinal Analyses of Academic Achievement

Cited by 79 publications

References 25 publications

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

Developmental dynamics of metacognitive knowledge and text comprehension skill in the first primary school years

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

Exploring the Full-Information Bifactor Model in Vertical Scaling With Construct Shift

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