College and Career Readiness Assessment Validation of the Key Cognitive Strategies Framework

• Published in: Assessment for effective intervention Vol. 38; no. 3; pp. 163 - 171
• Main Authors: Lombardi, Allison R., Conley, David T., Seburn, Mary A., Downs, Andrew M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.06.2013; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Accuracy; Assessment; Career Education; Career Readiness; Cognitive strategies; College Bound Students; College Readiness; Factor Analysis; Factor Structure; High schools; Higher Education; Illinois; Indiana; Michigan; Psychometric properties; Psychometrics; School Personnel; Secondary School Students; Selfreport; Structural Equation Models; Thinking Skills; Validation; Validity; Wyoming; Indiana; Wyoming; Illinois; Michigan; factor analysis; critical thinking; college readiness; validity; cognition
• ISSN: 1534-5084; 1938-7458
• DOI: 10.1177/1534508412448668

In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected portion of the sample (n = 516) and resulted in five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication, and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining sample (n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution is consistent with earlier validity studies of the KCS framework. Implications for use by high school personnel in evaluation of instructional programs and as a value-added assessment are discussed.