The interaction of reading and computational abilities in solving mathematics word problems was investigated with the responses of about 20,000 fourth graders and 20,000 eighth graders to items from the Iowa Tests of Basic Skills. Item responses exhibited different types of interaction, a finding with implications for item-response theory…

Three levels of a mathematics computation test were equated using the Rasch model. Sixth, seventh, and eighth graders were administered different levels of the test. Lack of consistency among equatings suggested that the Rasch model did not produce a satisfactory vertical equating of this computation test. (Author/RD)

Findings indicate that (1) Black children have higher self-esteem than Whites; (2) girls of both races have lower self-esteem than boys; (3) Black children from broken homes have lower self-esteem in desegregated schools; and (4) Black children in segregated schools receive higher marks, but do not do as well on national tests as do their…

This research examines the effects of test format on achievement-test performances of Black children. Multiple-choice test items containing distractors (e.g., all correct, all incorrect) penalize Black children, since distractors appear to serve as blocking agents. The results also suggest that distractors encourage guessing. (Author/DOW)

The developer of the Comprehensive Tests of Basic Skills scaling responds to Hoover's attacks on Thurstone and item response theory scales (TM 510 173). While agreeing that grade equivalent (GE) scores are presently the most appropriate developmental score for reporting elementary grade achievement tests, limitations and inconsistencies in the GE…

Investigated the Mathematics Problem Solving (MPS) and Mathematics Concepts (MC) subtests of the Iowa Tests of Basic Skills for content and psychometric item bias at grades three, six, and eight. Identified items which favored either males or females. Found no skill classification, item content, or location trends. (Author/JAC)

Examines the extent to which kindergarten pupil and teacher behaviors during administration of the Iowa Test of Basic Skills--Early Primary Battery may compromise the meaningfulness and usefulness of the test scores. Although extensive variability in behavior was observed, most teachers followed directions exactly and most pupils encountered no…

The author addresses issues raised by Burket (TM 510 174) about the Iowa Test of Basic Skills scaling procedures. Further reasons for his criticism of Thurstone scale scores and item response theory scale scores for elementary school achievement tests are given. (BS)

Due to a concern regarding the validity of Chicago public elementary schools standardized test scores on the Iowa Tests of Basic Skills, a test audit was conducted. The audit was limited to 40 schools. Two schools were selected from each of the 20 administrative districts, with each school testing one seventh- and one eighth-grade class. These…

An experiment investigated the extent to which the results of out-of-level testing may be biased because the child given an out of level test may have had a significantly different curriculum than the children given in-level tests. Item analysis data suggested this was unlikely. (CTM)

Examines, in a qualitative study, the role of mandated tests on elementary schools, describing in particular their emotional impact on teachers, who may suffer sanctions or loss of autonomy based on low test scores. Describes some of the curricular and methodological effects of standardized testing. (CJS)

This paper argues that the standard "When it is expected that a test will be used to make norm-referenced assessments of groups rather than individuals, normative data based on appropriate group statistics should be provided," which was considered secondary in the 1985 "Standards for Educational and Psychological Testing" and…

Old Order Amish are readily distinguishable from others in society by their dissociation from "modern" convenience and dress. Students in an Old Order Amish school in Iowa receive instruction in language arts from a secular basal language arts workbook, and a basal reader containing biblical stories. Comprehension of content is evaluated…

This study examined differences in predicting achievement by sex on the Iowa Tests of Basic Skills (ITBS) from the verbal, quantitative, and nonverbal scores on the Cognitive Abilities Test (CogAT). The sample (n=10,000) consisted of all students in Grades 2, 5, and 8 who completed both tests in fall 1984. Examinations of means and standard…