CONSTRUCT-VALIDITY OF SCORES ON A DEVELOPMENTAL ASSESSMENT WITH MATHEMATICAL PATTERNS TASKS

Three analytic approaches were employed within the framework of classi cal test theory to examine construct validity of a mathematics assessm ent made up of 16 ordered constructed-response tasks. The tasks focuse d on problem solving by identifying and explaining mathematical patter ns. Descriptive analyses across four age groups suggested a developmen tal structure of individual tasks and subdomains that was generally co nsistent with the intended design of the test. Acceptable fit was obta ined using structural equation modeling procedures for a five-factor, first-order structure with directional paths specified (RMSEA =.068) a nd for two second-order factors (RMSEA =.068). Convergent validity coe fficients with standardized tests in mathematics computation, concepts of numbers, and applications indicated a modest overlap in constructs across the two assessments (r=.47) with Stanford Achievement Test (SA T) total mathematics scores. Findings are discussed with reference to intended uses of the assessment and its scores in the context of curre nt mathematics education reforms.