Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Schouten, P. G. W.
Right arrow Articles by Kirkpatrick, L. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Artifact in the Total Score of the Miller Assessment for Preschoolers

Peter G. W. Schouten

Focus Research

Lee A. Kirkpatrick

College of William and Mary

The original manual for the Miller Assessment for Preschoolers (MAP; Miller, 1982) describes the derivation of a single scoring chart that covers all six of the test's age bands despite age-dependent differences in item content and parameters. The present study examined the possibility that the scoring chart distorts true individual differences in performance. In a Child-Find sample of 111 preschoolers, a direct multiple regression analysis showed that the subscales of the MAP, computed as the simple sum of item percentiles, accounted for only 33.5% of the variance in the test's Total Score. The finding was interpreted as indicating that the MAP Total Score is largely an artifact of the test's scoring system and, thus, unlikely to be a sound psychometric indicator of a child's developmental status. Suggestions for future research with the MAP are offered.

Journal of Psychoeducational Assessment, Vol. 11, No. 1, 67-71 (1993)
DOI: 10.1177/073428299301100108
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
J. A. Fleming, J. McCracken, and D. Carran
A Comparison of Two Methods of Determining Interrater Reliability
Assessment for Effective Intervention, January 1, 2004; 29(2): 39 - 51.
[Abstract] [PDF]