ERIC Number: ED185106
Record Type: Non-Journal
Publication Date: 1978-Jan
Reference Count: N/A
Test Floor and Ceiling Effects. ESEA Title I Evaluation and Reporting System.
Roberts, Sarah Jane
This guide explains the concept of out-of-level testing and suggests a formula for estimating the occurrence of floor effects and ceiling effects, within the context of models for evaluating Elementary Secondary Education Act (ESEA) Title I programs. An analogy explains floor and ceiling effects as if test items are stored in different levels in a warehouse. The impact of guessing on the determination of floor and ceiling levels is also described. Specific suggestions are made for estimating when floor and ceiling effects will occur, and for detecting the presence of such effects from skewness of graphs representing test score distributions. Appended tables provide percentile ranks at which floor and ceiling effects occur for eight elementary-level standardized reading tests: California Achievement Tests (CAT) Comprehensive Tests of Basic Skills (CTBS), Gates-MacGinitie Reading Tests, Iowa Tests of Basic Skills (ITBS), Metropolitan Achievement Tests (MAT), Sequential Tests of Educational Progress (STEP), SRA Assessment Survey, and Stanford Achievement Tests (SAT). Similar tables are provided for seven elementary-level mathematics tests; CAT, CTBS, ITBS, MAT, STEP, SRA, and SAT. Instructions for constructing additional tables and for converting raw score floors and ceilings to percentiles are included. (GDC)
Publication Type: Guides - Non-Classroom; Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: RMC Research Corp., Mountain View, CA.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I