Fifty-seven primary-level students completed the Detroit Tests of Learning Aptitude-Primary: Second Edition (DTLA-P:2) and the Woodcock-Johnson Psycho-Educational Battery, Part I and II. A strong relationship between the two provides evidence for the criterion-related and construct validity of the DTLA-P:2 test scores. (Author/JDD)

A total of 413 students in grades 1-6 were administered the Basic Academic Skills Samples, the Gates-MacGinitie Reading Tests, and the Metropolitan Achievement Test. Although the relationships among the three tests were reasonably strong, it appeared that the measures did not identify identical populations of at-risk students. (Author/JDD)

This study examined the construct validity of the KeyMath-Revised by testing the factorial model proposed by the test author. Results failed to confirm the proposed factorial model and suggested that the KeyMath-Revised assesses two domains that are difficult to interpret, rather than the three proposed by the test author. (Author/JDD)

Scores on the Einstein Assessment of School-Related Skills for 164 elementary-level children were correlated with reading and mathematics test scores, teacher ratings, and presence/absence of school-diagnosed learning difficulty. Results showed the Einstein was significantly related to achievement and generally predicted learning difficulty as…

A framework is presented for implementing standardized achievement testing. Fundamental concepts and formats of the tests are reviewed, and useful references are listed. Standardized tests are considered and categorized in terms of administration format, functions, validity, and type (cognitive versus noncognitive). Thirteen basic recommendations…

The adequacy of the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement, for identifying and diagnosing learning disabled college students was examined using 68 subjects. Results indicated that ceiling effects were less pervasive than with regular college students. Cluster and subtest reliabilities proved adequate for use in…

This study, involving 70 intermediate grade students, found that scores on the Matrix Analogies Test-Short Form (MAT-SF) were significantly lower than all of the Comprehensive Test of Basic Skills (CTBS) composite scores. The MAT-SF correlated significantly with all areas of the CTBS composite and spelling scores. (Author/JDD)

The Woodcock Reading Mastery Tests assess reading ability in individuals from kindergarten to adulthood. The test battery is designed for use in clinical assessment and diagnosis, program planning, student selection and placement, appraisal of student progress, and other uses. This paper describes the test battery's administration, scoring,…

Forty-five gifted children, ages 11-17, were tested with the Stanford-Binet Intelligence Scale and the Woodcock-Johnson Tests of Achievement. Results indicated 18 of 20 correlations between the area and composite scores were significant. The Stanford-Binet Short-Term Memory standard age score mean was lower than other scores' means. (Author/JDD)

The Kaufman Test of Educational Achievement is a norm-referenced, individually administered measure of the school achievement of students in grades 1-12, focusing on the areas of reading decoding, reading comprehension, mathematics application, mathematics computation, and spelling. The test's administration, summation of data, standardization,…

KeyMath Revised was devised as a power test for use with students from kindergarten through grade 9. The test is divided into three dimensions: basic concepts, operations, and applications. This paper describes the test's administration, summation of data, standardization, reliability, and validity. (JDD)

The Wechsler Individual Achievement Test assesses achievement in students in grades K-12, with subtests in reading, mathematics reasoning, spelling, reading comprehension, numerical operations, listening comprehension, oral expression, and written expression. The test was developed to assist in identification of students with learning…

The Test of Written Language-2, for use with students ages 7-17, identifies low achievement, determines strengths and weaknesses, and documents progress. The test assesses three language components (conventional, linguistic, and conceptual) using two formats (contrived and spontaneous.) This paper describes the test's administration, scoring,…

This study examined the construct validity of curriculum-based measures of oral reading fluency from basal reading programs. Twelve special education students (grades 2-5) were monitored for oral fluency using 2 reading curricula (their instructional curriculum and the mainstream reading curriculum) throughout the academic year. Performance…

The Basic Achievement Skills Individual Screener is described as a quick screening tool for assessing basic skills of students functioning at grade 1-8 levels. The tool uses norm-referenced and criterion-referenced measures to assess achievement in reading, mathematics, spelling, and writing. This paper discusses test administration, scoring,…