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A New Generation of Standardized Achievement Test Batteries: A Profile of Their Major Features.
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Iwanicki, Edward F. – Journal of Educational Measurement, 1980
Five new test batteries are reviewed: California Achievement Tests, Iowa Tests of Basic Skills, Metropolitan Achievement Tests, SRA Achievement Series, and Sequential Tests of Educational Progress. The review covers six basic areas: test administration, norming, test scores, reporting and interpretation, aptitude test considerations, and general…
Descriptors: Achievement Tests, Aptitude Tests, Elementary Secondary Education, Scores
The Use of "Ability" Measures as Controls for Concurrent or Subsequent Achievement (Comment on Alexander et al., ASR, October 1981).
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Coleman, James S. – American Sociological Review, 1982
Comments upon a 1981 article by Alexander, Pallas, and Cook. Discusses whether particular standardized tests measure achievement or ability and the implications of this issue for school effects research. (GC)
Descriptors: Ability Identification, Achievement Tests, Environmental Influences, Outcomes of Education
The Use of Standardized Achievement Test Batteries in the Evaluation of Curriculum Changes in Junior High School Earth Science.
Nimmer, Donald N. – 1980
The sampling of test items found within the Science portion of selected standardized achievement test batteries is examined. The lack of sensitivity of such items to the curriculum changes often attempted in Earth Science is demonstrated. The following five standardized achievement test batteries commonly administered to pupils in grades 7-9 were…
Descriptors: Achievement Tests, Curriculum Evaluation, Earth Science, Junior High Schools
Predictability and Intellectual Growth--Some Comments on the Degree and Interpretation of Growth Correlations.
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Hilton, Thomas L. – 1972
Five possible interpretations are given of very high correlations between scores on successively administered ability tests in a longitudinal sample of approximately 7,000 public school students tested in grades 5, 7, 9, and 11. At each of the four grades, students were given the appropriate level of the Sequential Test of Education Progress…
Descriptors: Academic Achievement, Achievement Tests, Correlation, Elementary School Students
Application of a Simplex Process Model to Six Years of Cognitive Development in Four Demographic Groups.
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Humphreys, Lloyd G.: And Others – Applied Psychological Measurement, 1979
A simplex process model of the cross-lagged correlation paradigm was applied to 16 tests administered to samples of Black and White males and females in grades 5, 7, 9, and 11. Relationships among the measures as well as the use of the model are discussed. (Author/JKS)
Descriptors: Academic Achievement, Achievement Tests, Data Analysis, Elementary Secondary Education
Reply to Coleman.
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Alexander, Karl L; Pallas, Aaron M. – American Sociological Review, 1982
Discusses the need for appropriate controls in school effects research based on standardized test outcomes. (GC)
Descriptors: Ability Identification, Achievement Tests, Environmental Influences, Outcomes of Education
The Most Appropriate Scores for Measuring Educational Development in the Elementary School: GE's.
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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
Comparing Scores on the California Achievement Test (CAT) to Scores on the Sequential Test of Educational Progress (STEP).
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Holley, Freda M. – 1976
To explain the discrepancy between median scores on the 1976 administration of the California Achievement Tests (CAT) and the Sequential Tests of Educational Progress (STEP) in the Austin Independent School District (AISD), ten technical variables typical of achievement tests were considered as explanations. (1) The STEP may measure different…
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Curriculum