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Download full textGareis, Christopher R.; McMillan, James H.; Smucker, Amelie; Huang, Ke – Online Submission, 2021
The purpose of this study was to gauge the degree to which selected NWEA MAP Growth assessments are aligned to the Virginia Standards of Learning (SOL) and the extent to which MAP Growth reports can be used by school divisions to gauge student achievement relative to grade level and to identify learning gaps. The study was delimited to four MAP…
Descriptors: Achievement Tests, Academic Standards, State Standards, Alignment (Education)
Direct linkDoty, Sara J.; Hixson, Michael D.; Decker, Dawn M.; Reynolds, Jennifer L.; Drevon, Daniel D. – Journal of Psychoeducational Assessment, 2015
Two studies explored the technical adequacy of various measures of advanced phonics skills. In Study 1, the advanced phonics measures consisted of pseudowords, real words, or a combination of both. Participants included 39 students in the third grade. Test-retest correlations for all measures were above 0.8 and interrater reliability was high.…
Descriptors: Achievement Tests, Reading Tests, Phonics, Reliability
Mead, Tim P.; Roark, Susan; Larive, Lane J.; Percle, Kristen C.; Auenson, Rachel N. – Physical Educator, 2013
With tightening school budgets and continued emphasis on core subject standardized testing, physical education often takes a backseat to academic areas that school administrators deem more important. Much time is spent using improvement strategies in the classroom that do not involve exercise. Two hundred eighty-five sixth to eighth grade students…
Descriptors: Reading Achievement, Norm Referenced Tests, Physical Education, Reading Comprehension
Peer reviewedHills, John R. – Educational Measurement: Issues and Practice, 1983
Percentile scores appear to be the easiest standardized test scores for parents to understand. Yet in this true-false test, Hills reveals commonly held misconceptions about percentile score reports. (LC)
Descriptors: Comparative Testing, Norm Referenced Tests, Scores, Standardized Tests
Strasler, Gregg M. – 1980
The relationship between classical discrimination indices (CDI) and criterion-referenced discrimination indices (CRDI) and the appropriateness of each for use on criterion-referenced tests are investigated. A CRDI is proposed that attempts to separate those who master material from those who do not master material. A 26 item multiple-choice…
Descriptors: Criterion Referenced Tests, Discriminant Analysis, Higher Education, Mastery Learning
O'Neal, Sandra W. – 1984
To compile information on state and school district standardized testing programs, a survey instrument was designed and sent to 135 members of the National Association of Test Directors (NATD). Seventy responses (52%) were received in time to be included in the compilation. Most participating school districts (n=61, 87%) had a program mandated by…
Descriptors: Charts, Elementary Secondary Education, Norm Referenced Tests, School Districts
Blust, Ross S.; Kohr, Richard L. – 1984
A survey to gather information concerning school district testing programs in Pennsylvania is reviewed. The information concerns the commercially produced norm referenced and criterion referenced achievement tests, as well as locally produced achievement tests used in the state's school districts. The Pennsylvania Division of Educational Testing…
Descriptors: Achievement Tests, Criterion Referenced Tests, Elementary Secondary Education, Norm Referenced Tests
Biester, Thomas W.; And Others – 1983
This report presents the results of a New Jersey school district field test of a comprehensive administrator training program. The program's main objectives were to develop a knowledge-utilization approach to the improvement of instruction and student achievement in basic skills, and to develop and test strategies for installing and disseminating…
Descriptors: Academic Achievement, Administrator Role, Basic Skills, Board of Education Role
