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| Bowen, Charles L. | 1 |
| Jesse, Daniel M. | 1 |
| Marzano, Robert J. | 1 |
| Suddick, David E. | 1 |
| Traxler, Carol Bloomquist | 1 |
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| Reports - Research | 3 |
| Journal Articles | 2 |
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| Stanford Achievement Tests | 3 |
| Comprehensive Tests of Basic… | 1 |
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Peer reviewedSuddick, David E.; Bowen, Charles L. – Perceptual and Motor Skills, 1982
A 2.5-year longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations. (Author)
Descriptors: Intermediate Grades, Junior High Schools, Longitudinal Studies, Psychometrics
Download full textMarzano, Robert J.; Jesse, Daniel M. – 1987
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)…
Descriptors: Achievement Tests, Cognitive Measurement, Cognitive Processes, Comparative Analysis
Peer reviewedTraxler, Carol Bloomquist – Journal of Deaf Studies and Deaf Education, 2000
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…
Descriptors: Academic Standards, Achievement Tests, Deafness, Elementary Secondary Education
