The factorial structure of the California Achievement Test was examined for 3813 public school students (2266 fifth-grade subjects and 1547 seventh-grade participants) in the Tucson Unified School District. Intercorrelation matrices were analyzed by using principal factors solutions. The factorial structure consisted of one large common factor in each grade analysis. The findings of this study indicated that there was considerable redundancy among subtests. The use of subtest scores as measures of independent abilities is questioned.
CTB/McGraw-Hill . California Achievement Tests. Monterey, Calif.: Author, 1977.
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Klein, A. E.Further evidence on the redundancy of Stanford Achievement Tests . EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 1979, 39, 1061-1065.
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Madden, R. , Gardner, E. F., Rudman, H. C., and Kelley, T. L.Stanford Achievement Test, Primary I Battery. New York: Harcourt, Brace Jovanovich, 1973.
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Merrifield, P. and Hummel-Rossi, B.Redundancy in the Stanford Achievement Test. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT, 1976, 36, 997-1001.
