ERIC Number: ED075456
Record Type: RIE
Publication Date: 1972-Dec-8
Reference Count: N/A
Evaluating Achievement of the Mentally Retarded: A Comprehensive Process.
Shotick, Andrew L.
Several factors should be considered in using standardized tests to measure achievement in the mentally retarded. Who should be included in the normative sample is a first consideration; this depends on the definition of mentally retarded being used. For achievement purposes the mentally retarded probably differ from one another as much as they do from the non-retarded. Some researchers have often reported significant correlations between some tests used to predict achievement and the actual level of academic performance of mental retardates. But other studies have shown that many non-intellect factors account for most of the variance in academic achievement. Therefore it is suggested that achievement test results should be used with caution in predicting future achievement for a mental retardate. Standardized achievement tests sample attainment across a hierarchy of difficulty; the assumption is made that the response to particular items adequately samples the subject's total response capability. But special education classes often emphasize activities other than academic achievement, may work in teacher-constructed units representing a lateral rather than vertical level of learning, and emphasize remediation, another example of lateral achievement that an achievement test may not show. (For related documents, see TM 002 526-532, 534-541.) (KM)
Descriptors: Achievement Tests, Low Achievement, Measurement Objectives, Mental Retardation, Performance Factors, Predictive Measurement, Predictor Variables, Speeches
Not available separately; see TM 002 526
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Session I of Southeastern Conference on Measurement in Education (11th, Athens, Georgia, December 8, 1972)