SRI-Teknisk rapport-sen.v13 - DPU

L.7 Do the authors describe any ways they have
addressed the repeatability or reliability of data
analysis?
L.8 Do the authors describe any ways that they
have addressed the validity or trustworthiness of
data analysis?
L.9 If the study uses qualitative methods, how well
has diversity of perspective and content been
explored?
L.10 If the study uses qualitative methods, how
well has the detail, depth and complexity (i.e. the
richness) of the data been conveyed?
L.11 If the study uses qualitative methods, has
analysis been conducted such that context is preserved?
Section M: Quality of study - reporting
M.1 Is the context of the study adequately described?
116
Details
Nonsignificant chi-square statistics for models
reflecting the preceding structure were found. In
addition, these models significantly improved the
model–data fit afforded by lower order models
(i.e., 1-factor models). Finally, measures of internal
consistency (coefficient ) for the separate
indicators of the dimensions ranged from .68 to .94
across the content areas.
Details
Sets of items on the teacher questionnaire were
combined and validated by using confirmatory
factor analytic (CFA) methods and measures of
internal consistency to reflect the dimensions.
Details
not a qualitative study
Details
not a qualitative study
Details
not a qualitative study
Yes (please specify)
Yes. There is no special reason for conducting the
study at the time it was done, except data were
available and the questions are important. The
study is tightly connected to relevant research,
data provided by the Maryland State Department of
Education, study funded by a grant from US Dept.
of Ed., and the study carried out during 1996-
(probably 1998 or 1999).
M.2 Are the aims of the study clearly reported? Yes (please specify)
Yes. The broad aims are to give more comprehensive
and direct evidence for the consequences of
statewide assessments programmes than previously
research.
The study will especially explore the relationships
between changes in the scores from the MSPAP
from 1993 to 1998 and teacher, student, and school
variables.
No specific hypothesis is expressed.