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A Brief Guide to Selecting and Using Pre-Post Assessments
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Sanders, Sara – National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), 2019
This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…
Descriptors: At Risk Students, Delinquency, Pretests Posttests, Testing
Essentials of Individual Achievement Assessment. Essentials of Psychological Assessment Series.
Smith, Douglas K. – 2001
This book discusses the achievement tests used in educational planning, transitional programming for students with disabilities, and career/vocational planning. Designed to help mental health professionals acquire knowledge and skills quickly, it includes the major individually administered tests. The chapters are: (1) "Overview"; (2)…
Descriptors: Academic Achievement, Achievement Tests, Career Planning, Disabilities
Memory-for-Designs, Intelligence, and Achievement of Educable Mentally Retarded Children.
Peer reviewed Peer reviewed
Ong, Jin; Jones, Lowell, Jr. – Perceptual and Motor Skills, 1982
Rank-difference correlations between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test scores for two classes of educable mentally retarded children showed high negative correlations between Memory-for-Designs and WISC Full Scale IQs. Visual memory accounted for 84 percent of variance in…
Descriptors: Academic Achievement, Achievement Tests, Correlation, Elementary Education
A Comparison of Educably Mentally Retarded Students' Brigance, PIAT, and WRAT Achievement Scores.
Peer reviewed Peer reviewed
Lindsey, Jimmy D. – Journal for Special Educators, 1983
Educable mentally retarded (N=220) elementary and secondary students were administered Inventory of Basic Skills or the Inventory of Essential Skills (Brigance), The Peabody Individual Achievement Test (PIAT), and the Wide Range Achieve Test (WRAT). Results suggested that the Brigance measures do not replace the PIAT and WRAT. (CL)
Descriptors: Achievement Tests, Elementary Secondary Education, Mild Mental Retardation, Test Use
An Analysis of Performance on Reading Subtests from the 1978 Wide Range Achievement Test and Woodcock Reading Mastery Test with the WISC-R for Learning Disabled and Regular Education Students.
Peer reviewed Peer reviewed
Prasse, David P.; And Others – Journal of Learning Disabilities, 1983
Findings revealed that 63 learning disabled students scored significantly lower than 30 regular education students (both groups 6-15 years old) on all reading measures. Existing differences in the reading ability level between the two groups did not solely account for the obtained difference in reading achievement. (Author/CL)
Descriptors: Elementary Secondary Education, Learning Disabilities, Reading Achievement, Reading Tests