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Sex and Ethnic Differences in Relationships of Test Anxiety to Performance in Science Examinations by Fourth and Eighth Grade Students: Implications for Valid Interpretations of Achievement Test Scores.
Peer reviewed Peer reviewed
Payne, Beverly D.; And Others – Educational and Psychological Measurement, 1983
Test anxiety scores from a 15-item internally consistent instrument were correlated with performance on an aggregate science test administered to 171 fourth- and 187 eight-grade students subdivided by sex and race. The interpretation of data possibly suggest that test anxiety is operating differentially for black and white students. (Author/PN)
Descriptors: Achievement Tests, Black Students, Correlation, Elementary Education
Cautions in Interpreting District-Wide Standardized Mathematics Achievement Test Results.
Peer reviewed Peer reviewed
Marks, Daniel – Journal of Educational Research, 1990
This study attempts to detect the presence of either of 2 different categories of large-scale bias in 4 widely used mathematics achievement tests: induced bias and norming bias. Subjects were 407 eighth graders. (IAH)
Descriptors: Achievement Tests, Elementary Secondary Education, Grade 8, Junior High Schools