Title

Content Validity of the New York State Spanish Comprehensive Regents Examination

Author

Lisa Mars

Date of Award

Spring 6-11-2013

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Christopher Tienken, Ed.D

Committee Member

Barbara Strobert, Ed.D.

Committee Member

Thomas Tramglini, Ed.D.

Committee Member

Dennis Canterbury, Ph.D.

Keywords

content Validity; large scale assessment, Exit examinations, alignment study

Abstract

Content Validity of the New York State Spanish Comprehensive Regents Examination:

Alignment to New York State Modern Languages Checkpoint B Syllabus and New York State Modern Languages Standards 2006-2011

The purpose of this alignment study of the years 2006-2011 of Part 2 of the Spanish Languages Other Than English Comprehensive Regents Examination was to describe (a) the categorical concurrence of the New York State Comprehensive Spanish Regents Examination 2006-2011, (b) the depth of knowledge consistency as defined by Webb of the items of the New York State Comprehensive Spanish Regents Examination 2006-2011, and (c) the range of knowledge correspondence of the New York State Comprehensive Spanish Regents Examination 2006-2011, defined as the number of content objectives of the New York State Checkpoint B syllabus assessed by items of the New York State Comprehensive Spanish Regents Examination.

The items were coded by a panel of raters, and it was determined that there

was no consistency over time with regard to the categorical concurrence, depth-of-knowledge consistency, range-of-knowledge representation, and cut score from administration to administration of the assessment. In fact, the June 2008 administration is the only administration to have full alignment as defined by Webb for 2006-2011, the period under study.

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