An analysis of achievement tests for selected Virginia high school business computer applications students

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dc.contributor.authorWilliams, Arthur S.en
dc.contributor.committeechairSchmidt, B. Juneen
dc.contributor.committeememberCamp, William G.en
dc.contributor.committeememberGarman, E. Thomasen
dc.contributor.committeememberStewart, Jeffrey R. Jr.en
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T21:14:19Zen
dc.date.adate2008-06-06en
dc.date.available2014-03-14T21:14:19Zen
dc.date.issued1994en
dc.date.rdate2008-06-06en
dc.date.sdate2008-06-06en
dc.description.abstractThe purpose of this study was to analyze the reliability and validity of three achievement tests, with emphasis given to instructional validity. The tests were used to assess the performance of Business Computer Applications (BCA) students on their achievement of knowledge of computer application software concepts and vocabulary for word processing, spreadsheet, and database. Five concepts and vocabulary categories addressed included: vocabulary, access software, data/text entry, editing, and formatting. Data were also collected from BCA teachers of the students. Teachers were asked to rate each item for the three software types of the achievement test as to whether the concepts and vocabulary corresponding to that item had been taught. A selected sample was used in the study. Classes were divided into three approximately even student groups. Each group completed one of the tests for each software type. Percentage of items correct for the three software types were 53%-word processing, 46%- spreadsheet, and 36%-database. The Kuder-Richardson 20 (KR-20) estimates for the software types were .92--word processing, .92--spreadsheet, and .76--database. Due to a wide dispersion of KR-20 values for items within the 5 concepts and vocabulary categories by software, the items are useful only for group measures. Most of the 8 teachers did not teach a substantial part of the concepts and vocabulary included in the validated test items. This outcome indicates the curriculum related to the items needs to be examined and revised so that teachers can emphasize the most important concepts and vocabulary with their students. Analyses outcomes indicated that 59 of 60 word processing items, 51 of the 59 spreadsheet items, and 45 of the 59 database items were instructionally valid. Teachers selecting items for purposes of examining the achievement of their students related to software concepts and vocabulary cam effectively use items determined to be instructionally valid in this study.en
dc.description.degreePh. D.en
dc.format.extentix, 208 leavesen
dc.format.mediumBTDen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-06062008-170601en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06062008-170601/en
dc.identifier.urihttp://hdl.handle.net/10919/38419en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartLD5655.V856_1994.W555.pdfen
dc.relation.isformatofOCLC# 32943786en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1994.W555en
dc.subject.lcshBusiness education -- Virginiaen
dc.subject.lcshBusiness -- Data processing -- Study and teaching (Secondary) -- Virginiaen
dc.subject.lcshCompetency-based educational testsen
dc.subject.lcshExaminations -- Validity -- Virginiaen
dc.titleAn analysis of achievement tests for selected Virginia high school business computer applications studentsen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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