ERIC Number: ED167632
Record Type: RIE
Publication Date: 1978-Jul
Reference Count: 0
Don't They All Measure the Same Thing? Consequences of Selecting Standardized Tests. Research Series No. 25.
Floden, Robert E.; And Others
The authors argue that personnel who select standardized achievement tests have been led to believe that the major achievement test batteries differ very little in terms of the topics they test; but that the content covered by these major tests is different, and that such differences have consequences for instructional content. To test this argument, four fourth grade mathematics achievement tests were examined: the Stanford Achievement Test (SAT), Iowa Tests of Basic Skills (ITBS), Metropolitan Achievement Tests (MAT), and the Comprehensive Tests of Basic Skills (CTBS). Test content was compared to topics which a teacher might cover. In the "operations" category, the tests corresponded quite closely in the percentages of items involving certain adding, subtraction, and division tasks. However, important differences were found in other categories and the number of items covering addition, grouping, alternative number systems, and percentages varied considerably between tests. Evidence of high internal consistency or test reliability does not rule out the effects of item-treatment-interactions. It is suggested that the problem of teachers teaching only the content covered by the test is not as great as might be thought. The authors recommend that tests be selected consistently and that their content be valid for the curriculum content. (Author/GDC)
Descriptors: Achievement Tests, Curriculum, Elementary School Mathematics, Grade 4, Intermediate Grades, Item Analysis, Standardized Tests, Teacher Response, Test Reliability, Test Reviews, Test Selection, Test Validity, Testing Problems
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, Michgian 48824 ($1.50)
Publication Type: Speeches/Meeting Papers; Reports - Research; Collected Works - Serials
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Basic Skills Group. Teaching Div.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Comprehensive Tests of Basic Skills; Content Validity; Iowa Tests of Basic Skills; Metropolitan Achievement Tests; Stanford Achievement Tests
Note: Paper presented at the Winter Conference on Measurement and Methodology (Los Angeles, California, 1978) ; Parts marginally legible due to print quality