In general Achievement Test scores appeared to be more valid predictors of grades in English and Mathematics courses than were scores on a scholastic aptitude or general intelligence test. (Authors)

In studying the effectiveness of different instructional programs, a criterion measure can favor one of the programs because there is greater overlap between the content covered on the test and in that program. This overlap can be measured using teacher estimates or teacher estimates combined with curriculum analysis. (Author/BW)

Person fit in the Rasch one parameter model is investigated. The first set of data deals with grade 3 students responding to the mathematics computation and reading vocabulary subscales of the Comprehensive Test of Basic Skills Forms (CTBS/S). The second set of data deals with grade 3 students responding to the Basic Skills Assessment Program…

Objective referenced tests were scaled using the Rasch latent trait model to measure Student Learning Objectives (SLOs) in grades one through eight. The tests, in the areas of reading, language and math, were scaled and linked through students, blocks of items, and test item banks. The study tests latent trait theory in a public school setting.…

Standardized achievement tests and instructional accomplishment inventories involve different methodologies and cannot be equated by using conventional psychometric methods. Instructional accomplishment inventories are descriptive, and are designed to reflect the scope, sequence, and skills and emphasis in a particular instructional program.…

Norm referenced data were utilized for determining the mastery cutoff score on a criterion referenced test. Once a cutoff score on the norm referenced measure is selected, the cutoff score on the criterion referenced measure becomes that score which maximizes proportion of consistent classifications and proportion of improvement beyond change. (CP)

The purpose of this practicum was to develop and implement a remedial mathematics program to improve the basic mathematics skills of seventh-grade students at Nathan B. Young Junior High School who fail to master the required minimal objectives on the seventh-grade "Criterion Referenced Test" (CRT). Target students were screened for…

The effectiveness of the Elementary and Secondary Education Act Title I reading and mathematics laboratories were evaluated to assess the improvement of underachieving elementary school students' academic skills. Laboratory students were selected on the basis of academic (rather than socioeconomic) criteria in grades 2 through 5; the control…

This report describes and presents the 1984-85 results of the norm-referenced and criterion-referenced testing programs used in the Los Angeles Unified School District (California) to evaluate student progress and to identify instructional areas needing remediation. The norm-referenced Comprehensive Tests of Basic Skills (CTBS), Form U, is used to…

Results of the Wisconsin Pupil Assessment Program's 1984 test administrations are summarized. A sample of 16,000 public school students were tested. Tests included objective-referenced tests in writing and understanding of economics, and the norm-referenced Comprehensive Tests of Basic Skills (CTBS) test of reading, mathematics, and language.…

Results of the fifth year of testing by the Wisconsin Department of Public Instruction are presented. In 1980, objective-referenced tests in mathematics and reading were given to a sample of Wisconsin's public school students in grades 4, 8, and 12. Students were also given the Comprehensive Tests of Basic Skills (CTBS) in mathematics, reading,…

Results of the seventh year of testing by the Pupil Assessment Program of the Wisconsin Department of Public Instruction are presented. In 1982, objective-referenced tests in science, mathematics, and geometry were given to a sample of Wisconsin's public school students in grades 4, 8, 11, and 12. Students were also given the Comprehensive Tests…

The reading portion of the Michigan Educational Assessment Program (MEAP) was equated to the reading comprehension subtest of the Comprehensive Tests of Basic Skills (CTBS) using the Rasch Model. Both tests were administered to 366 low achieving fourth grade students. MEAP was treated as both a 95-item test and a 19-item (number of objectives…

The results are presented of the validation study of reading and mathematics criterion referenced tests, administered to South Carolina students in grades 3, 6, and 8. This testing was mandated by state law to field test a competency based assessment program. The study was based on three activities: (1) test selection; (2) content validation; and…