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The Influence of Different Styles of Textbook Use on Instructional Validity of Standardized Tests.
Peer reviewed Peer reviewed
Freeman, Donald J.; And Others – Journal of Educational Measurement, 1983
This investigation attempts to determine if the congruity in textbook-test content varies as a function of different styles of textbook use. Across all standardized tests, instructional validity of the five styles of textbook use was far lower for the management-by-objectives model than for any other styles. (Author/PN)
Descriptors: Case Studies, Content Analysis, Grade 4, Intermediate Grades
The Comparability of Equal Raw Scores Obtained from In-Level and Out-Of-Level Testing: One Source of the Discrepancy between In-Level and Out-of-Level Grade Equivalent Scores.
Peer reviewed Peer reviewed
Plake, Barbara S.; Hoover, H. D. – Journal of Educational Measurement, 1979
An experiment investigated the extent to which the results of out-of-level testing may be biased because the child given an out of level test may have had a significantly different curriculum than the children given in-level tests. Item analysis data suggested this was unlikely. (CTM)
Descriptors: Achievement Tests, Elementary Education, Elementary School Curriculum, Grade Equivalent Scores