The FAIR-FS consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the reading comprehension subtest of the Stanford Achievement Test (SAT-10) in the…

A study of 33 elementary/middle school deaf children correlated Wechsler Intelligence Scale for Children-Revised Performance Intelligence Quotients (IQs) with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles. A second study of 64 children correlated nonverbal IQs from many tests with SAT-HI…

In this study 6,942 items from two standardized achievement test batteries--the Stanford (Early School Achievement Battery, Achievement Battery, and Test of Academic Skills) and the Comprehensive Test of Basic Skills--were analyzed. Focus was on determining: (1) the extent to which these test batteries included general cognitive operations (GCOs)…

Examined in two studies with a total of 4,673 hearing impaired and 618 hearing students were the implications of language differences on the linguistic presentation of instruction and computer assisted instruction to the hearing impaired. In the first study, item responses on the Stanford Achievement Test Hearing Impaired Version (SAT-HI) were…

Issues related to validity and bias in psychological tests in general and specifically to the Stanford Achievement Test--Special Edition for Hearing Impaired Students (SAT-HI) are discussed. Questions regarding content validity and the lack of criterion-related data on the SAT-HI are raised. (Author/DB)

The concurrent validity of standardized achievement tests (the Stanford 9 and the Iowa Tests of Basic Skills) was examined using data from different school districts nationwide and a latent variable modeling approach. Items in the standardized achievement tests in several content areas were divided into parcels. Parcel scores were used to create…

Tested criterion-related validity of Wechsler Intelligence Scale for Children-Revised (WISC-R) performance scale with Stanford Achievement Test, Special Edition for Hearing-Impaired Students (SAT-HI). Results indicated WISC-R performance scale has adequate criterion-related validity and SAT-HI percentile ranks may provide a better metric than…

Validity and reliability issues in standardized testing of students of limited English proficiency (LEP) were studied. Existing data from four different school sites were obtained for LEP and non-LEP students for three different standardized tests, the Stanford Achievement Tests (Ninth edition), the Iowa Tests of Basic Skills, and the Language…

A model for the validation of standardized tests of academic achievement upon populations not represented in the samples used to standardize the tests is presented, and the results of a field testing of the model are described. The 1973 editions of the Stanford Achievement Test and the Test of Academic Skills were administered to a sample of…

The final report describes the accomplishments of an 18-month study designed to adapt and standardize the 7th Edition of the Stanford Achievement Test with a national, randomly drawn sample of hearing-impaired students. The following objectives were accomplished: (1) test material and special procedures were developed and disseminated; (2) the…

The Stanford Achievement Test Forms E and F were judged to be one of the best achievement batteries for assessing basic skills taught in grades one through nine. The test publisher provides several booklets in addition to the administration manual. These include the Norms Booklet, Handbook of Instructional Strategies, and Guide to Classroom…

As a preliminary step in customizing the Stanford Achievement Test, a study was made to compare the test items at each level with the curriculum objectives of a Florida school district, classifying them as either matching, above or below grade level, or unmatching. Results are shown in table form. (TE)

This study provides data on norming and performance standards on the Stanford Achievement Test, 9th Edition, for both hearing and deaf students. It graphically analyzes these data in the context of interpreting individual test scores, examining achievement of groups of students, and specifically, interpreting test scores of high achieving deaf and…

Scores from the Stanford Achievement Tests administered to 50,000 students in Palm Beach County, Florida, were studied in order to determine whether the speeded nature of the reading comprehension subtest was related to inconsistencies in the score profiles. Specifically, the probable effect of random guessing was examined. Reading scores were…

A sample of slightly over 1500 students was drawn from even-numbered grades in public schools of the U.S. Virgin Islands, and was given the 1973 edition of the Stanford Achievement Test (in grades 2,4,6, & 8) and the Test of Academic Skills (grades 10 and 12) to assess student academic achievement in the basic skill areas of mathematics,…