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ERIC Number: ED075492
Record Type: RIE
Publication Date: 1972-Nov
Pages: 17
Abstractor: N/A
Viewing Standardized Social Studies Achievement Tests from a Reading Perspective.
Jongsma, Eugene A.
A critical examination is made of standardized social studies achievement tests from a psychometric and reading perspective. Five major issues are identified that detract from the meaningful interpretation of student performance on standardized social studies tests. The issues discussed are (1) the reading dependency of social studies items, (2) the picture-dependency of social studies items, (3) the cognitive skills assessed by social studies items, (4) the lack of an adequate system of item development, and (5) the lack of content validity. Each of the issues is defined and related to test validity and interpretation. The central theme of the study is the inadequacy of the content validity of most standardized social studies tests. Unless test publishers specify more explicitly the elements of content and types of behavior sampled on their tests, test users will have great difficulty in making meaningful interpretations of student performance. (Author/DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of Mid-South Educational Research Association (New Orleans, Louisiana, November 1972)