This study presents estimates of Black-White, Hispanic-White, and income achievement gaps using data from two different types of reading and mathematics assessments: constructed-response assessments that were likely more cognitively demanding and state achievement tests that were likely less cognitively demanding (i.e., composed solely or largely…

This study examines performance differences between students with disabilities and students without disabilities students using differential item functioning (DIF) analyses in a high-stakes reading assessment. Results indicated that for Grade 9, many items exhibited DIF. Items that exhibited DIF were more likely to be located in the second half…

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 effect on students' scores of different item formats used in standardized reading achievement tests was investigated. Thirty-one bilingual Mexican-American second grade students were given a phonics test using four different formats derived from three standardized reading achievement tests. The formats sampled identical content. A two-way…

This publication provides a general description, in question-and-answer format, of the 1999 Utah Statewide Testing Program. Under this program, norm-referenced achievement tests are administered to Utah students in grades 5, 8, and 11 under a legislative mandate. The newest edition of the Stanford Achievement Tests, the Stanford 9, was chosen as…

The effect on children's test scores of different item formats used in standardized mathematics achievement tests was investigated. In a Utah school, 40 second grade students completed a mathematics computation test using eight different formats derived from five standardized achievement tests. Identical content, taken from the most frequently…

Proposes that objective-referenced tests replace norm-referenced tests as a vehicle for program evaluation. Describes a methodology, based on latent trait theory, for joining norm-referenced and objective-referenced testing in a customized testing program. (TE)

The primary objective of this study was to investigate overall patterns of gender differences and similarities of test performance in mathematics. To achieve that objective, observed test scores on the Delaware standards-based assessment were analyzed to examine: (1) gender differences and similarities across grades 3, 5, 8 and 10 over 2 years;…