ERIC Number: ED155212
Record Type: Non-Journal
Publication Date: 1978-Mar
Pages: 43
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Relation of Out-of-Level Testing to Ceiling and Floor Effects on Third and Fifth Grade Students.
Crowder, Christopher R.; Gallas, Edwin J.
Both on-level and out-of-level tests were administered to third and fifth grade children in order to compare the scaled scores of different level tests of the same testing program and to discover whether the relationship between levels might be distorted by ceiling or floor effects. Only reading tests were used in this study. The Stanford Achievement Tests were used for the third grade, and the Metropolitan achievement Tests were used for the fifth grade. The results are presented in tables and graphs, and the students' attitudes regarding difficulty of the tests are discussed. Overall, the comparative standard scale scores across the levels examined did not appear to interlock perfectly. Whether such measurement error was offset by reduction in the floor and ceiling effects for the out-of-level tests apparently depended heavily on two factors: the relative difficulty of the adjacent out-of-level test, and how much scores were initially depressed or inflated for the given group tested on-level. (Author/CTM)
Descriptors: Achievement Tests, Comparative Testing, Difficulty Level, Elementary Education, Equated Scores, Grade Equivalent Scores, Grade 3, Grade 5, Norm Referenced Tests, Norms, Raw Scores, Reading Achievement, Reading Tests, Scores, Standardized Tests, Student Reaction, Test Interpretation, Test Reliability, Testing
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests; Stanford Achievement Tests
Grant or Contract Numbers: N/A
Author Affiliations: N/A