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Peer reviewed Peer reviewed
ERIC Number: EJ415827
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0671
Cautions in Interpreting District-Wide Standardized Mathematics Achievement Test Results.
Marks, Daniel
Journal of Educational Research, v83 n6 p349-54 Jul-Aug 1990
This study attempts to detect the presence of either of 2 different categories of large-scale bias in 4 widely used mathematics achievement tests: induced bias and norming bias. Subjects were 407 eighth graders. (IAH)
Descriptors: Achievement Tests, Elementary Secondary Education, Grade 8, Junior High Schools, Mathematics Tests, Norm Referenced Tests, School Districts, Standardized Tests, Test Bias, Test Interpretation, Test Norms
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California Achievement Tests; Comprehensive Tests of Basic Skills; Stanford Achievement Tests