Does administration format influence the construct validity of SAT comprehension passages?

dc.contributor.advisorMcNaughton-Cassill, Mary
dc.contributor.authorFreed, Erin M.
dc.contributor.committeeMemberEisenberg, Ann
dc.contributor.committeeMemberPillow, David
dc.date.accessioned2024-02-09T21:12:41Z
dc.date.available2024-02-09T21:12:41Z
dc.date.issued2010
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe Scholastic Achievement Test (i.e. SAT) is arguably one of the most important assessment measures that a student takes. This study examined whether changing the administration format of the reading comprehension passages of the VSAT increased the construct validity of the passages. Using an individual differences approach for 51 undergraduates (18 males), we tested whether prohibiting students from referring to passages while answering the accompanying multiple-choice questions tapped the higher-level cognitive processes of working memory and epistemic belief more so than the standard administration format that allowed students to refer to passages while answering the accompanying questions. The overall results of the study suggest that changing the administration format of the VSAT passages changed the underlying factors of reading comprehension being assessed. However, we were unable to reliably identify the higher-level cognitive processes of reading comprehension tapped by each administration format.
dc.description.departmentPsychology
dc.format.extent72 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9781109757835
dc.identifier.urihttps://hdl.handle.net/20.500.12588/3636
dc.languageen
dc.subjectExperimental psychology
dc.subjectCognitive psychology
dc.subject.classificationExperimental psychology
dc.subject.classificationCognitive psychology
dc.subject.classificationEducational tests & measurements
dc.titleDoes administration format influence the construct validity of SAT comprehension passages?
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentPsychology
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelMasters
thesis.degree.nameMaster of Science

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