NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Phillips, Gary W. – Educational Measurement: Issues and Practice, 1990
In 1987, a survey report by J. Cannell was published criticizing state reports based on national standardized testing of elementary school students that indicated that all 50 states were above the national average. This phenomenon--known as the "Lake Wobegon Effect"--is analyzed. Technical problems with the study are considered. (TJH)
Descriptors: Achievement Tests, Elementary Education, Evaluation Methods, National Norms
Peer reviewed Peer reviewed
Cannell, John Jacob – Educational Measurement: Issues and Practice, 1988
A Friends for Education (FFE) survey revealed that no state is below the norm at the elementary school level on six nationally normed commercially available achievement tests. Tests use a norm group from the past for comparison, but FFE suspects that inaccurate initial norms and teaching the test may cause high scores. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Phillips, Gary W.; Finn, Chester E., Jr. – Educational Measurement: Issues and Practice, 1988
Officials of the United States Department of Education conclude that the pervasive "above average" achievement reported by J. J. Cannell (1988) results from a combination of testing practices and procedures among school testing programs. Causative factors of this paradox, dubbed the "Lake Wobegon Phenomenon," are discussed.…
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Drahozal, Edward C.; Frisbie, David A. – Educational Measurement: Issues and Practice, 1988
Representatives of the Riverside Publishing Company discuss the "Lake Wobegon Phenomenon," the reported "above average" achievement of most elementary schools nationwide that was discussed by J. J. Cannell (1988) of the Friends for Education. More appropriate use of normative comparisons and more complete reporting of test…
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Williams, Paul L. – Educational Measurement: Issues and Practice, 1988
The time-bound nature of test norms is discussed in light of the report of J. J. Cannell (1988) that a large majority of elementary schools report above average achievement on national achievement tests. Generally increasing levels of achievement are deemed to be responsible for this phenomenon. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Qualls-Payne, Audrey L. – Educational Measurement: Issues and Practice, 1988
Recognizing the concerns raised by J. J. Cannell (1988), Science Research Associates (SRA) defends its norms. Trends in curriculum need to be monitored in addition to students' achievement levels. New norms are needed only when there is a significant shift in curriculum or student performance. (SLD)
Descriptors: Achievement Tests, Curriculum Development, Elementary Education, National Norms
Peer reviewed Peer reviewed
Stonehill, Robert M. – Educational Measurement: Issues and Practice, 1988
Despite the skepticism of J. J. Cannell (1988) that commercial test scores reveal much about the real achievement level of students, there is ample evidence that at least some of the gains observed on standardized tests are legitimate. Standardized scores should be greeted with healthy skepticism when high, but taken very seriously when low. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Lenke, Joanne M.; Keene, John M. – Educational Measurement: Issues and Practice, 1988
In response to J. J. Cannell's (1988) discussion of the reported "above average" achievement of the vast majority of public school systems nationwide, the nature of national norms is discussed. The public must be better informed about the interpretation of test results. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Burket, George R. – Educational Measurement: Issues and Practice, 1984
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…
Descriptors: Achievement Tests, Elementary Education, Grade Equivalent Scores, Latent Trait Theory
Peer reviewed Peer reviewed
Cannell, John Jacob – Educational Measurement: Issues and Practice, 1988
Four publishers responding to the previous discussion agreed that American elementary achievement has improved, but evidence presented by the Secretary of Education confirms that few real improvements have occurred since "Nation at Risk." Commercial achievement tests provide falsely high scores (the Lake Wobegon Effect). (SLD)
Descriptors: Achievement Tests, Educational Assessment, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
Hoover, H. D. – Educational Measurement: Issues and Practice, 1984
Grade equivalent (GE) scores for elementary school achievement tests are defended in response to efforts to ban their use. Equal interval developmental scoring methods for the Sequential Tests of Educational Progress and the Comprehensive Tests of Basic Skills are criticized. (BS)
Descriptors: Achievement Tests, Cognitive Development, Elementary Education, Grade Equivalent Scores
Peer reviewed Peer reviewed
Hoover, H. D. – Educational Measurement: Issues and Practice, 1984
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)
Descriptors: Achievement Tests, Elementary Education, Equated Scores, Grade Equivalent Scores
Peer reviewed Peer reviewed
Shepard, Lorrie A. – Educational Measurement: Issues and Practice, 1990
Results of a 1987 report indicating that elementary students of all states were above the national average are assessed. Issues addressed include teaching for standardized tests, the effect of teaching on national norms, and alternatives available to protect the integrity of instruction and the validity of normed test scores. (TJH)
Descriptors: Achievement Tests, Elementary Education, Evaluation Methods, National Norms
Peer reviewed Peer reviewed
Linn, Robert L.; And Others – Educational Measurement: Issues and Practice, 1990
Results of a 1987 report--indicating that elementary students of all 50 states were above the national average--were assessed via 2 national mail and telephone surveys. Although results of data for 35 states support the general findings of the 1987 report, it appears that more specific results are less sensational. (TJH)
Descriptors: Achievement Tests, Comparative Analysis, Elementary Education, Evaluation Methods