Assessing the validity and reliability of a Piagetian-based paper pencil test

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dc.contributor.advisor Bakken, Linda en_US
dc.contributor.author Dugan, Amy
dc.date.accessioned 2006-11-24T02:12:37Z
dc.date.copyright 2006 en
dc.date.issued 2006-05
dc.identifier.other t06005
dc.identifier.uri http://hdl.handle.net/10057/283
dc.description Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational, & School Psychology. en
dc.description "May 2006." en
dc.description Includes bibliographic references (leaves 46-48) en
dc.description.abstract Piaget hypothesized that we understand the world through the use of cognitive frameworks. The strengths and limitations of these cognitive frameworks (or levels) both help and hinder the learning process. Comprehending individuals’ cognitive levels is essential for teachers to ensure that their students learn. Piaget developed a series of tasks to assess individuals’ cognitive levels (typically called "clinical interviews" which can only be conducted in a one-to-one fashion). Thus, a paper-and-pencil test that could be administered to groups was developed to help teachers determine the cognitive level of the children they teach. Problems with the scoring technique limited the validity and reliability of the instrument; therefore, a revised scoring system was developed that simplified and broadened the scoring of the test. The purpose of the current study is to determine if the reliability and validity of the paper-and-pencil instrument would be significantly increased through the use of the revised scoring procedures. Pre-existing data will be used in all analysis. A total of 279 students (ranging from third to twelfth grades) took the paper-and-pencil test. Next, each student either completed the Piagetian tasks under the supervision of a trained task administrator in the traditional one-on-one format or was retested using the paper-pencil instrument. Some students participated in all three assessments. A bivariate correlation was conducted to analyze the validity and reliability of the instrument. A t-test was calculated to test for a significant difference in the correlational coefficients between the two scoring methods. Results show that correlation coefficients are stronger when using the revised method. The t-test found that the revised scoring method was significantly more reliable, yet was only more valid for two of three stages. en
dc.description.statementofresponsibility by Amy Dugan en
dc.format.extent 1623547 bytes
dc.format.extent viii, 60 leaves en
dc.format.extent viii, 60 leaves : ill., digital, PDF file. en
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Wichita State University en
dc.rights Copyright Amy Dugan, 2006. All rights reserved. en
dc.subject.lcsh Electronic dissertations en
dc.title Assessing the validity and reliability of a Piagetian-based paper pencil test en
dc.type Thesis en
dc.identifier.oclc 73674316

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