Test development is a complicated process that demands examining various factors, one of them being writing items of varying difficulty. It is important to use items of a different range of difficulty to ensure that the test results accurately indicate the test-taker's abilities. Therefore, the factors affecting item difficulty should be defined,…

NWEA claimed their assessment results could accurately predict student performance in reading and mathematics on the ACT Aspire for students in Grades 7 through 10. The purpose of this study was to determine the relationship between students' scores on the NWEA MAP tests in reading and mathematics and the ACT Aspire for students in Grades 7…

The purpose of this research was to examine the relationship between State of Texas Assessments of Academic Readiness (STAAR) reading and academic progress in the programs of Istation and Star Renaissance (Star Ren) in fourth grade special education students. Special education students in the selected school district appear to produce inconsistent…

Federal education legislation continues to emphasize the role of assessment in elementary and secondary schools. Perhaps most prominently, the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), requires the use of test-based educational accountability systems in states and specifies the…

Of all the areas related to the validity of the Commonwealth Secondary Scholarship Examination (CSSE) tests, that of predictive validity seems to have been studied most intensively. Since the inception of the CSSE scholarship scheme, a series of studies which have either examined the predictive validity of certain aspects of the scholarships, or…

The primary aim of this study was to determine whether College Entrance Examination Board (CEEB) Achievement Test results provide additional information for the prediction of academic success beyond the normal data accumulated. The study presents two types of evidence: (1) a prediction of first semester grade point averages (GPA), and (2) a…

A study of 59 deaf children indicates that the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Hiskey-Nebraska Test of Learning Aptitude (HNTLA) have little or no value for predicting the achievement levels of either White or Black deaf children. (Author/EB)

Argues that standardized IQ, aptitude, and achievement tests are biased against persons of low socioeconomic status. (IRT)

The purpose of this research was to determine whether sex, teacher grades, standardized achievement test scores, intelligence test scores, and teacher ratings of children's classroom social behavior are long-range (eight years) predictors of academic achievement. Significant and high Rs were found for all criteria (teacher grades and standardized…

The feasability of using the College Qualification Test (CQT) to predict scores on the College Level Examination Program (CLEP) is supported by a multiple regression analysis conducted among freshmen at the University of Wisconsin-Madison. (Author)

The Brain Wave Analyzer (BWA Ertl 02) was used to measure the brain potentials of 110 public school children. Resulting scores were correlated with concurrent measures of school achievement. Results indicate that certain brain wave scores have relatively low correlations with school achievement compared to traditional intelligence measures but may…

The utility of the Temperament Assessment Battery--Teacher Form (TAB) in predicting academic achievement over intervals of one to four years was studied using 117 kindergartners, 22 preschoolers, and 104 first graders. Results of the studies, each of which used data from a different standardized test to assess the validity of the TAB, support the…

This study was organized for the purpose of determining the validity of any part or parts of a pre-selected battery of standardized tests as predictors of success in secondary school trade programs. The study was limited to the trade areas of machine shop and electrical wiring in 14 state vocational schools in Connecticut. A battery of…

A recent study of "A Better Chance" students indicates that minority students do succeed at selective colleges but that their successes cannot be predicted by SAT scores alone. Findings of a study of 334 black and Spanish-surnamed students enrolled at 20 top American colleges are reported. (LBH)

The American College Testing Program (ACT) routinely evaluates the fit of its tests to the curriculum of high schools nationwide to ensure that what is being assessed reflects what is being taught as necessary for college success. This report describes the steps ACT has taken to ensure that the content foundations of the ACT Assessment Mathematics…