Descriptor
| Item Analysis | 2 |
| Reading Tests | 2 |
| Test Items | 2 |
| Test Validity | 2 |
| Testing Problems | 2 |
| Academic Achievement | 1 |
| Achievement Tests | 1 |
| Comparative Analysis | 1 |
| Context Effect | 1 |
| Curriculum | 1 |
| Difficulty Level | 1 |
| More ▼ | |
Source
Author
| Holley, Freda M. | 1 |
| Oaster, T. R. F. | 1 |
Publication Type
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Sequential Tests of… | 2 |
| California Achievement Tests | 1 |
What Works Clearinghouse Rating
Oaster, T. R. F.; And Others – 1986
This study hypothesized that items in the one-question-per-passage format would be less easily answered when administered without their associated contexts than conventional reading comprehension items. A total of 256 seventh and eighth grade students were administered both Forms 3A and 3B of the Sequential Tests of Educational Progress (STEP 11).…
Descriptors: Context Effect, Difficulty Level, Grade 7, Grade 8
Download full textHolley, 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
