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| Psychology in the Schools | 1 |
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| Browning, Robert | 1 |
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| Peabody Individual… | 1 |
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Peer reviewedBrowning, Robert; And Others – Psychology in the Schools, 1979
Effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the Peabody Individual Achievement Test mathematics and reading recognition subtests were examined. Items on the math and reading recognition subtests were significantly easier or harder than test placements indicated. (Author)
Descriptors: Achievement Tests, Elementary Education, Individual Testing, Item Analysis
