International achievement comparison studies assess students on core subjects such as Reading, Mathematics and Science. Students who do not speak the test language at home can be expected to be disadvantaged because of language proficiency. The test language effect has not been given sufficient attention. The present study investigated probable…

In this article we are presenting the results of the research "The Connection between the Results in the National Assessment of Knowledge and the Pupils' Socio-cultural Environment, Instruction and Homework," taking place at the National Education Institute, Slovenia, in the years 2008/2009. In the introduction we are writing the…

This paper summarizes an action research project to develop a math screening instrument that would be effective (valid and reliable) and efficient (time for administration). An instrument was developed after review of the mathematics assessment and mathematics disabilities literature. The instrument was administered to kindergarten, first, and…

A Monte Carlo simulation technique for generating dichotomous item scores is presented that implements (a) a psychometric model with different explicit assumptions than traditional parametric item response theory (IRT) models, and (b) item characteristic curves without restrictive assumptions concerning mathematical form. The four-parameter beta…

This study is a concurrent validation of Level II of the Wide Range Achievement Test-Revised (WRAT-R) using the Wechsler Adult Intelligence Scale (WAIS) Verbal, Performance, and Full Scale IQ scores as criterion measures. Forty-five subjects were administered the WAIS-R and WRAT-R and their scores correlated. (Author/LMO)

Relationships between the McCarthy General Cognitive Index and WISC-R Full Scale IQ with the Wide Range Achievement reading scores were explored with a sample of 20 educable mentally retarded and 20 learning disabled children, ages six to nine. (Author/SJL)

The concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) was examined by comparing K-ABC scores and Weschler Intelligence Scale for Children--Revised (WISC-R) scores for 58 school children in primary and intermediate grades. Thirty-seven of these children had either educable mental retardation, learning disabilities, or…

The relationships between the Gesell School Readiness Test and standarized achievement and intelligence measures were examined. Children were tested before kindergarten, at the end of kindergarten, and at the end of first grade. Correlation coefficients varied from grade to grade, but did not show a higher correlation between related measures.…

This study investigates the validity of the Stanford Binet Intelligence Scale-Fourth Edition (S-B:4) for use with students with learning disabilities. It compares the performance of 18 elementary-age students on the S-B:4 and the Kaufman Assessment Battery for Children (K-ABC). The subjects were identified by their school as having learning…

Use of the Bender Visual Motor Gestalt Test in Australia was studied by comparing it with existing research, scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R), and other attainment tests. Subjects were 142 children aged 7-11 years. The suitability of the instrument in Australia is discussed. (SLD)

To find the concurrent validity of two scholastic aptitude tests when a scholastic achievement test was used as a criterion for use in placement of mentally retarded children, 127 subjects were involved. The California Achievement Test (CAT) was used as a criterion measure, and the Primary Mental Abilities test (PMA) and the Slosson Intelligence…

Over 2,000 writing samples were collected from four undergraduate institutions and compared, where possible, with scores on a multiple-choice test. High correlations between ratings of the writing samples and multiple-choice test scores were obtained. Samples contributed substantially to the prediction of both college grades and writing…

An apparent discrepancy between building level scores in basic skills produced by Pennsylvania's state assessment program (EQA) and building summary scores, generally a grade equivalent, provided by commercial standardized achievement tests is investigated. The impetus for the study came from occasional reports by school administrators that their…

Recent studies show that national control of K-12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and…

The purpose of this technical report is to describe the Tests of General Ability and Tests of Reading of the Inter-American Series, to give a brief account of their construction, and to present related statistical data. Norms and suggestions on the use and interpretation of the tests are published separately. The Inter-American Series discussed in…