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ERIC Number: ED209344
Record Type: RIE
Publication Date: 1981-Jun-30
Pages: 71
Abstractor: N/A
Reference Count: 0
Validation of a Diagnostic Interpretation Technique for the Iowa Tests of Basic Skills: Final Report to the National Institute of Education.
Cummings, Oliver W.
Three studies related to group interpretation of the subskills tested by the Iowa Tests of Basic Skills (ITBS) were the focus of this project. These were the Impact Study, Teachers' Predictions of Student Performance on Subskills of Mathematics, and Relationships between the Results of ITBS. Mathematics Subtests and Stanford Diagnostic Mathematics Test. Large groups of students were shown how to interpret their results from the ITBS through the use of the Pupil Item Response Record and a Skill Summary Sheet. A need exists for interpretation of results of school wide testing programs. Students who have gone through this interpretation process emerge with an improved self image. As discrepancies occur between teacher expectations and actual performance, they can be explained. This benefits both teachers and students. The interpretation process was designed to actively involve students in assessing their performance on a standardized achievement test. The student thereby becomes an active, rather than passive, recipient of test results. (DWH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Grant Wood Area Education Agency. Cedar Rapids, IA.
Identifiers: Iowa Tests of Basic Skills; Stanford Diagnostic Mathematics Test