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Comprehensive Tests of Basic… | 4 |
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Burket, George R. – Educational Measurement: Issues and Practice, 1984
The developer of the Comprehensive Tests of Basic Skills scaling responds to Hoover's attacks on Thurstone and item response theory scales (TM 510 173). While agreeing that grade equivalent (GE) scores are presently the most appropriate developmental score for reporting elementary grade achievement tests, limitations and inconsistencies in the GE…
Descriptors: Achievement Tests, Elementary Education, Grade Equivalent Scores, Latent Trait Theory

Hoover, H. D. – Educational Measurement: Issues and Practice, 1984
Grade equivalent (GE) scores for elementary school achievement tests are defended in response to efforts to ban their use. Equal interval developmental scoring methods for the Sequential Tests of Educational Progress and the Comprehensive Tests of Basic Skills are criticized. (BS)
Descriptors: Achievement Tests, Cognitive Development, Elementary Education, Grade Equivalent Scores

Hoover, H. D. – Educational Measurement: Issues and Practice, 1984
The author addresses issues raised by Burket (TM 510 174) about the Iowa Test of Basic Skills scaling procedures. Further reasons for his criticism of Thurstone scale scores and item response theory scale scores for elementary school achievement tests are given. (BS)
Descriptors: Achievement Tests, Elementary Education, Equated Scores, Grade Equivalent Scores
Cannell, John Jacob – 1989
American school officials almost invariably compare local and national achievement through one of the following norm-referenced tests: (1) the California Achievement Test; (2) the Stanford Achievement Test; (3) the Metropolitan Achievement Test; (4) the Science Research Associates Test; (5) the Comprehensive Test of Basic Skills; and (6) the Iowa…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Cheating