Internal Construct Validity of a College Admissions Test Across Handicapped and Nonhandicapped Groups

Abstract

This study investigated the comparability of SAT Verbal and Mathematical scores for nonhandicapped examinees taking standard administrations and handicapped populations taking extended-time, special administrations. A simple two-factor confirmatory model based on Verbal and Mathematical item parcels was posed and tested for invariance across two sets of handicapped and nonhandicapped samples, with each set taking a different form of the SAT. Results showed the two common-factor model to provide a reasonable fit in all populations with the mathematical factor generally fitting somewhat better than the verbal one. Compared with the nonhandicapped population, the factors tended to be less correlated in most of the handicapped groups. In addition, some evidence of verbal method factors defined by the antonym and reading comprehension item types was evident. Finally, there was some suggestion that one of the two Mathematical item types led to different observed score scale units for learning disabled students taking a cassette administration.