ERIC Number: ED250368
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Out-of-Level Testing with the Stanford Achievement Test (Seventh Edition): A Procedure for Assigning Students to the Correct Battery Level.
Allen, Thomas E.
In 1983, four screening tests for assigning students to the appropriate levels of the Stanford Achievement Test, Seventh Edition, were developed with a national sample of hearing impaired students. While students are normally assigned to one of six test level booklets according to grade, this is inappropriate for certain students. This paper describes: (1) the development of the screening tests; (2) the pilot testing and results; (3) the scoring system; and (4) the validity study of the screening tests using a norming sample of 8,331 hearing impaired students. Separate lower and upper level reading and mathematics tests, each containing approximately 30 items were constructed. The Sixth Edition of the Stanford was used as the criterion measure for assessing the discrimination power of the screening tests. The screening tests have elaborate scoring procedures, but result in excellent student placement into the appropriate levels of the Stanford Achievement Test, Seventh Edition. Response pattern analysis and individual item performance lead teachers to more in-depth consideration of test results. (BS)
Descriptors: Achievement Tests, Difficulty Level, Elementary Education, Hearing Impairments, Item Analysis, Mathematics Achievement, Pilot Projects, Reading Achievement, Response Style (Tests), Screening Tests, Test Construction, Test Interpretation, Test Validity
Gallaudet Research Institute, 800 Florida Ave. NE Fay House, Washington, DC 20002 ($2.00, prepaid).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Gallaudet Research Inst., Washington, DC.
Identifiers: Out of Level Testing; Stanford Achievement Tests; Stanford Achievement Tests for Hearing Impaired
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984). Small print in figure 9.