An exploration for evidence of construct validity within selected subtests of a standardized achievement test battery

Purpose of the Study. Previous studies of standardized achievement test batteries revealed substantial correlations among the various subtests. These studies suggest that subtest scores fail to provide differential information useful in making decisions concerning different areas of the school curriculum. In this study two questions were asked: 1. Are there items within selected subtests of the Iowa Tests of Educational Development that measure specific achievement constructs? 2. Would there be a difference between the factor structure of responses to items selected by local curriculum specialists and those responses to items chosen at random? [...]