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| Comprehensive Tests of Basic… | 3 |
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Zakariya, Sally Banks – American School Board Journal, 1984
Adopting a new series of tests can raise student test scores. Scores can also be inflated by ensuring certain students do not take specific tests or by not counting some scores. Dramatic rises in standardized scores are likely to be accompanied by skepticism. (MD)
Descriptors: Academic Achievement, Educational Testing, Elementary Secondary Education, Scores
Peer reviewedBurket, 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
Peer reviewedHoover, 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
