The Interplay of g and Mathematical Abilities in Literacy and Curricular Large-Scale Assessments Across Grades

• In Event: Poster Session 11
  In Poster Session: Division H Poster Session: Assessment in Schools

Abstract

Large-scales assessments (LSA) are either curricular- or literacy oriented and give information to monitor student performance. LSA were criticized for mainly measuring general cognitive abilities (g) which led to two viewpoints: These studies measure g versus these studies measure g and domain-specific abilities. In our study, we used various samples from grade 5, 9 and 13 to give further evidence for the latter viewpoint. A comparison of structural equation models across these samples showed that a nested factor model comprising a g-factor, a domain specific math factor and cognitive ability components best described the all sample data. Our results consolidates first results and therefore shows that LSA—whether curricula-oriented or literacy oriented— indeed succeeds in measuring domain-specific abilities.

Authors

• Nele Nicole Kampa, Leibniz Institute for Science and Mathematics Education

• Steffani Sass, IPN - Leibniz Institute for Science and Mathematics Education

• Olaf Koeller, Leibniz Institute for Science and Math Education