Claims

The Algebra Achievement Test showed acceptable internal consistency and inter-rater reliability in this study

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: tool and model accuracy changes quickly

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The 25 multiple-choice items of the AAT had KR-21 internal consistency of 0.80 and the essay items an inter-rater index of 0.863. → Ajai 2015

Evidence

Ajai 2015

Ajai, J.T. & Imoko, I.I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of Research in Education and Science (IJRES), 1(1), 45-50. https://eric.ed.gov/?id=EJ1105194

q2 · i? · associational · r2

Instrument reliability analysis of the researcher-constructed Algebra Achievement Test (25 multiple-choice and 7 essay items, scored out of 100). The article prints "internal consistency of the multiple -choice items was found to be 0.80" and an inter-rater index of 0.863; a paired-samples t-test showed no significant rater difference (t(60)=1.82, p=.074).

"Using Kuder –Richardson (KR – 21) formula, the internal consistency of the multiple -choice items was found to be 0.80. Similarly, an inter -rater index of 0.863 was obtained to test the internal consistency of the essay items using Kendall’s coefficient of concordance."

Discussion

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