Organizational relationships are complex. Employees do their work as individuals, but also as members of larger teams. They exist within various social networks, both within and spanning organizations. Multilevel theory is at the core of the organizational sciences, and unpacking multilevel relationships is fundamental to the challenges faced…

Some researchers have argued that discrepant broad index scores invalidate IQs, but others have questioned the fundamental logic of that argument. To resolve this debate, the present study used a nationally representative sample of children (N = 1,200) who were matched individually for IQ. Children with significantly uneven broad index score…

This study used the Assessment Standards of the National Council of Teachers of Mathematics to evaluate the appropriateness and adequacy of selected standardized tests of mathematics achievement as they pertain to students with disabilities. Problems with content validity included inadequate representation of content domains, inappropriate…

A panel of expert referees from the Philadelphia school district categorized items from secondary-level standardized mathematics tests according to National Assessment of Educational Progress (NAEP) subobjectives for mathematics. The following tests were covered by the study: (1) California Achievement Tests (Levels 19 and 20); (2) Comprehensive…

The effects of training Hispanic college students in test-taking skills were examined. A mathematics achievement test was found to have slightly lower internal consistency and higher predictive validity for the group given training than for the control group. (MNS)

Reading and math achievement subtest scores on several standard achievement tests were compared for 233 students with mental retardation. Correlations were generally moderate among subtests purporting to measure similar constructs. Significant mean differences were present for five of seven reading test comparisons and for six of eight math…

University-level mathematics placement examinations might yield summary measures that are differentially accurate due to individual differences in the recall of previously-learned material. In particular, test scores in algebra and trigonometry may be subject to sporadic recall of solution procedures, resulting in aberrant response patterns. The…

The Peabody Individual Achievement Test-Revised offers a standardized assessment of an individual's level of academic performance in reading, mathematics, spelling, written expression, and encyclopedic knowledge. The test is designed as a screening device for students ages 5-18. This paper describes administration, summation of data,…

The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational…

The Kaufman Test of Educational Achievement is a norm-referenced, individually administered measure of the school achievement of students in grades 1-12, focusing on the areas of reading decoding, reading comprehension, mathematics application, mathematics computation, and spelling. The test's administration, summation of data, standardization,…

The Multilevel Academic Survey Test is intended for students in grades 3-8 and older students who perform inadequately on K-8 reading and math content. It determines which students need special services and determines appropriate instruction according to specific curriculum objectives. This paper describes administration, data summation,…

This paper proposes that instructional validity (i.e., the extent to which teachers actually teach the skills that are tested) should be part of the test development process. The development of a district-wide ninth-grade math exam for General Mathematics I (GMI) in the Charleston County School District, South Carolina, is used to illustrate how a…

KeyMath Revised was devised as a power test for use with students from kindergarten through grade 9. The test is divided into three dimensions: basic concepts, operations, and applications. This paper describes the test's administration, summation of data, standardization, reliability, and validity. (JDD)

This report presents an analysis of the content validity of a series of secondary school mathematics tests designed by university mathematicians in California to help improve the articulation between secondary and postsecondary mathematics instruction. The purpose in conducting this analysis was to improve understanding of what it means to…

A method for obtaining curriculum-based estimates of student achievement is described. These estimates can be obtained through the use of a set of curriculum weights designed to reflect student opportunity to learn. If the match between the presented curriculum and test content is low, then the curriculum weights can be used to minimize potential…