ESTUDIO DE LA DIMENSIONALIDAD EMPLEANDO ANÁLISIS FACTORIAL CLÁSICO Y ANÁLISIS FACTORIAL DE INFORMACIÓN TOTAL: ANÁLISIS DE PRUEBAS DE MATEMÁTICAS DE PRIMARIA (5º Y 6º CURSOS) Y SECUNDARIA OBLIGATORIA.

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  • Author(s): Joaristi, Luis1 ; Lizasoain, Luis2
  • Source:
    RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa. Dec2008, Vol. 14 Issue 2, Special section p1-18. 18p. 12 Charts.
  • Additional Information
    • Alternate Title:
      Study of dimensionality using classic factor analysis and full information factor analysis: analysis of primary (5th and 6th degrees) and compulsory secondary mathematics tests.
    • Subject Terms:
      MATHEMATICAL ability testing; ACADEMIC achievement; PRIMARY education; SECONDARY education; FACTOR analysis
    • Subject Terms:
      MADRID (Spain); SPAIN
    • Abstract:
      El objetivo de este trabajo es analizar la estructura dimensional de las pruebas empleadas para evaluar el rendimiento académico en la asignatura de matemáticas en el contexto de la evaluación realizada en la Comunidad de Madrid en los cursos académicos 2005-06 y 2006-07 en tres cohortes: 5° y 6° de Educación Primaria, 1°-2° y 3° -4° de ESO. Para ello, se triangulan los resultados obtenidos de la aplicación de las técnicas factoriales clásicas con los del Análisis Factorial de Información total. Asimismo, se realiza un estudio longitudinal con objeto de ver si dicha estructura se mantiene constante a lo largo del tiempo. Los resultados confirman estructuras esencialmente unidimensionales. A su vez, se comprueba que el aumento de la complejidad de los contenidos implica un aumento en la complejidad de la estructura dimensional de las pruebas. [ABSTRACT FROM AUTHOR]
    • Abstract:
      The aim of this paper is to analyze the dimensional structure of a set of mathematical achievement tests used to assess the academic achievement in the Community of Madrid during 2005-06 and 2006-07 years and in three cohorts corresponding to the following academic degrees: 5th-6th of primary education, 1st-2nd and 3-4th of compulsory secondary education (ESO). The results coming from classical factor analysis and full information factor analysis are compared. Therefore a longitudinal study is performed in order to test whether such structure remains constant along time. The results confirm that most of the tests are mostly unidimensional structures. Meanwhile, it was proven that as the complexity of the contents increase, the complexity of the dimensional structure tests increase as well. [ABSTRACT FROM AUTHOR]
    • Abstract:
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