ERIC Number: ED069700
Record Type: Non-Journal
Publication Date: 1972-Jun
Reference Count: N/A
Verbal Overload in Achievement Tests.
Livingston, Samuel A.
A social studies achievement test made up of items rewritten in simplified language was compared with a test containing the same items in their original form by administering the two tests to the entire 8th grade class of a suburban junior high school near Baltimore. The results showed only slightly higher scores for students taking the simplified test. Differences among the items in estimated reading difficulty were not associated with differences in actual response difficulty. The findings were interpreted to mean that most students who know enough to answer a test item can also read well enough to understand it. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Identifiers - Assessments and Surveys: Dale Chall Readability Formula; School and College Ability Tests; Sequential Tests of Educational Progress