A model for the validation of standardized tests of academic achievement upon populations not represented in the samples used to standardize the tests is presented, and the results of a field testing of the model are described. The 1973 editions of the Stanford Achievement Test and the Test of Academic Skills were administered to a sample of…

The effect on achievement when the prescribed maximum time limits of a standardized achievement test are exceeded was studied using students nested in block-by-treatment combinations. The analysis was a hierarchical (nested) randomized blocks analysis of covariance involving 408 fifth graders taking the Stanford Achievement Test in Lansing,…

Scores from the Stanford Achievement Tests administered to 50,000 students in Palm Beach County, Florida, were studied in order to determine whether the speeded nature of the reading comprehension subtest was related to inconsistencies in the score profiles. Specifically, the probable effect of random guessing was examined. Reading scores were…

This study examined irregularities in reading comprehension (RC) test results at both the individual and aggregate levels, focusing on the effect of test speededness on test scores. Data were taken from results of the Stanford Achievement Test--Seventh Edition (SAT/7), administered during April of 1983 to about 50,000 Palm Beach County (Florida)…

The ability to correctly answer reading comprehension test items, without having read the accompanying reading passage, was compared for third grade learning disabled students and their peers from a regular classroom. In the first experiment, fourteen multiple choice items were selected from the Stanford Achievement Test. No reading passages were…

A series of three studies was conducted to determine the effects of testing time above or below the recommended time on results of standardized achievement tests with a sample across all three experiments of 1,219 fifth graders in 59 classrooms in Lansing, Michigan. The first two studies considered the effects of increased time; the third explored…

This study is the second in a series designed to explore the probable consequences of exceeding the prescribed time limits in the administration of standardized achievement tests. This study considered whether the test user could apply norms that accompany the test if departures were made from established time limits, and whether increased testing…