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ERIC Number: ED170332
Record Type: Non-Journal
Publication Date: 1978-Mar
A Model for Developing Local Norms with a Standardized Achievement Measure for Use with Local Program Evaluation: Procedures and Effects.
Arter, Judith A.; Estes, Gary D.
The validity of the Comprehensive Tests of Basic Skills (CTBS) and problems associated with inappropriate norms were investigated in eleven senior high schools in Phoenix, Arizona. CTBS validity was assessed in three ways: (1) correlation between test scores and number of courses taken in that subject; (2) correlation between CTBS scores and locally-developed criterion referenced tests; and (3) relationship between course difficulty and CTBS scores. A reverse norming procedure was used to obtain a constant normed comparison group--a group which did not increase inability in successive grades. This resulted in the analysis of data from 631 ninth and tenth graders in two Title I schools. Results of the validity studies indicated that correlations between CTBS scores and courses taken were high for science and mathematics courses, lower for English courses, and negative for reading courses. CTBS correlations with locally developed tests ranged from .38 to .83. Students in more difficult science and mathematics courses had higher test performance. Regarding the use of reverse norming, no clear pattern of differences emerged between restricted and nonrestricted norms. (GDC)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills