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Reliability of the Higgins-Wertman Test of Visual Closure
Rusch, Reuben R. – Percept Mot Skills, 1970
Descriptors: Comparative Testing, Grade 1, Lower Class Students, Measurement Instruments
Assessment of Mathematics and Reading Performance: An Examination of the Correspondence between Direct Assessment of Student Performance and Teacher Report
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Eckert, Tanya L.; Dunn, Erin K.; Codding, Robin S.; Begeny, John C.; Kleinmann, Ava E. – Psychology in the Schools, 2006
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of…
Descriptors: Mathematics Skills, Academic Ability, Performance Based Assessment, Curriculum Based Assessment
A Comparative Analysis of Cloze and Maze Performances of Second Grade Children.
Pedigo, Patricia; De Santi, Roger J. – 1986
To determine the most accurate group-administered measure of reading achievement, a study explored variations of the cloze and maze procedures with second grade students who were native English speakers or who were being taught English as a second language. Subjects--108 second grade volunteers (1% American Indian, 49% Asian, 39.8% Black, 1%…
Descriptors: Cloze Procedure, Comparative Analysis, Comparative Testing, Grade 2
A Comparative Analysis of English and Spanish Reading Performance of Mexican American Students.
Cervantes, Robert A.; Bernal, Helen Hazuda – 1976
A South Texas survey conducted in 1975 investigated the reading performance of Mexican American students enrolled in a bilingual program to determine whether or not students achieved significantly different reading scores on parallel Spanish and English versions of an appropriate test (Guidance Testing Associates Inter-American Test of Reading).…
Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Comparative Testing
Relation of Out-of-Level Testing to Ceiling and Floor Effects on Third and Fifth Grade Students.
Crowder, Christopher R.; Gallas, Edwin J. – 1978
Both on-level and out-of-level tests were administered to third and fifth grade children in order to compare the scaled scores of different level tests of the same testing program and to discover whether the relationship between levels might be distorted by ceiling or floor effects. Only reading tests were used in this study. The Stanford…
Descriptors: Achievement Tests, Comparative Testing, Difficulty Level, Elementary Education
Will Out-of Level Norm-Referenced Testing Improve the Selection of Program Participants and the Diagnosis of Reading Comprehension in ESEA Title I Programs?
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Slaughter, Helen B.; Gallas, Edwin J. – 1978
Concern was expressed for the possible effects of testing Elementary Secondary Education Act (ESEA) Title I students with norm-referenced tests that may be so difficult that many students will have scores in the chance range. The likelihood of such students obtaining equal scaled scores if they were tested with easier out-of-level tests was…
Descriptors: Achievement Tests, Comparative Testing, Disadvantaged Youth, Equated Scores
Implications of Out-of-Level Testing for ESEA Title I Students.
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Powers, Stephen; Gallas, Edwin J. – 1978
Fourth, seventh, and ninth grade students in Elementary Secondary Education Act (ESEA) Title I programs were tested with the reading comprehension subtests of the Comprehensive Tests of Basic Skills, at each of two levels: on-level for each respective grade, and an easier out-of-level form. Approximately half of these students were found to be…
Descriptors: Achievement Tests, Comparative Testing, Compensatory Education, Difficulty Level