Converts silent reading rates into grade equivalent units. Finds that growth in reading rate is approximately constant each year in school for typical students. Presents grade equivalent data which provides reasonably valid, criterion-referenced grade equivalents that may be used to evaluate the status and progress of individuals or groups. (RS)

The cautions needed for correctly interpreting grade equivalent scores are presented simply, for persons who are not statisticians. Four potential limitations of grade equivalent scores are summarized. (1) Comparisons across grades are of little value when the subject content is not the same; for example, sixth grade American history is not…

Five possible interpretations are given of very high correlations between scores on successively administered ability tests in a longitudinal sample of approximately 7,000 public school students tested in grades 5, 7, 9, and 11. At each of the four grades, students were given the appropriate level of the Sequential Test of Education Progress…

One of the most subtle but viciously effective cultural mechanisms for harming children in the United States is the persistent confusion between norms and standards. Investigates what can be done to prevent unrealistic and invidious labeling of children during their most vulberable years if their growth curve in achievement or some other factor…

The study examined the hypothesis that different evaluative interpretations of studies of special education effectiveness may be a function of the manner in which data are summarized and reported. Four metrics are compared including raw score, grade-equivalent score, z-score, and discrepancy index. Criteria for selecting metrics for program…

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…

A comprehensive review of test practices and recommendations for setting up a district testing program that will meet informational needs. (Editor)

Examines the effort to accurately measure the changes in student achievement under school reform. The article discusses the need for value-added indicators of school improvement, the need to equate and check test scores, the problems with use of grade equivalents for assessing school improvement, and citywide trends in achievement. (GLR)

The advantages and disadvantages of grade equivalent (GE) scores are explored, including appropriate uses for GE type scores and how to bring current GE scales closer to the type of information educators appear to desire. Although GE scores are not an equal interval scale, not comparable across school subjects, and do not indicate the grade level…

A peer-rating information system, designed to assess the ratings which peers make of each other's performance, is presented. An application of the computerized rating program, PEERRATE, to a graduate business course is described. Special features of the program are that: (1) rater bias is removed by considering only the intervals made by the rater…

This report summarizes the results of the March, 1978, reading examination that was administered to New York City public school pupils in grades 2 through 9 (with the exception of those in high schools). Section A delineates New York City student reading achievement compared to national norms. Section B compares pupil reading achievement by school…

Statistical methods and test writing for reading comprehension have been based on the assumption that certain reading tasks or levels are appropriate at one age level that would be too difficult at another. A clear-cut determination of grade levels for reading materials has, however, not been defined. Grade and age equivalent scores on silent…

The Wide Range Achievement Test (WRAT) yields raw scores, standard scores, and percentile scores for reading skill, spelling skill, and arithmetic computational skill, and is applicable for determining student competence in these areas for pre-kindergarten through college level. Because national norms on the 1965 revised WRAT are not, however,…

This report begins with an overview of placement and proficiency testing, with emphasis on the benefits to students and instructors of such testing. Various ways in which proficiency credit may be earned at the University of Illinois are discussed. In particular, the freshmen Placement and Proficiency System is described in detail. Some data are…

Fifty-six school psychologists reviewed a hypothetical case study designed to investigate their interpretations of different norm-referenced test scores. Subjects were more likely to recommend special education programs for normal students when percentile scores were used. School psychologists need to become more familiar with the properties of…