Analysis of Standardized Achievement Tests by Classical Test Theory and Genetic Factor Analysis Models

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Other Title
  • 古典的テスト理論と遺伝因子分析モデルによる標準学力検査の分析

Abstract

The purpose of this study was to analyze standardized achievement test scores of twin and non-twin pupils. These scores were analyzed by genetic factor analysis in consideration of classical test theory. Samples were 953 pupils; 100 monozygotic (MZ) twin pairs, 25 dizygotic (DZ) twin pairs, and 703 non-twins. On the basis of results by Toyoda & Muraishi (1998), non-twins' scores were used for stabilizing covariance structure. Four subjects (Japanese, social studies, mathematics, and science) were analyzed through the model. Evidence of (i) genetic influences,(ii) common environment, and (iii) non-shared environment showed that large differences existed in the structure of achievements on four subjects. The ratios of variances for achievement of Japanese were as follows: (i) 0.0%,(ii) 64.5%,(iii) 2.9%; those of social studies were (i) 52.3%,(ii) 17.0%,(iii) 4.7%; those of mathematics were (i) 0.0%,(ii) 47.7%,(iii) 10.4%, while those of science were (i) 56.1%,(ii) 0.0%,(iii) 13.3%, respectively. Comparing fitness among various models of classical test theory showed the best fit for congeneric measurement. It warns us against the use of the α-coeffecient that assumes τ-equivalent measurement in calculating coefficient of reliability.

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Details 詳細情報について

  • CRID
    1390001205460308096
  • NII Article ID
    130004698328
  • DOI
    10.5926/jjep1953.46.4_395
  • ISSN
    00215015
  • Text Lang
    ja
  • Data Source
    • JaLC
    • Crossref
    • CiNii Articles
  • Abstract License Flag
    Disallowed

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