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ERIC Number: ED245014
Record Type: Non-Journal
Publication Date: 1983
Pages: 12
Abstractor: N/A
Reference Count: N/A
Functioning-Level and Grade-Level Testing in Compensatory Educational Programs.
Gonzalez-Tamayo, Eulogio
Functioning-level testing has been proposed as an alternative to grade-level testing for the evaluation of compensatory educational programs in which students score well below their own grade level. Data from two studies, however, suggest an adverse impact on program evaluation from the adoption of functioning-level testing. Two compensatory programs in New York City public schools were evaluated in 1974, and both functioning- and grade-level data were collected. In the first (involving fifth grade students), data confirmed both a lower number of guessing scores and lower group mean, when the functioning-level results were used. This difference stems not from a difference in guessing, however, but from the fact that the functioning-level tests do not necessarily measure subject matter taught in the compensatory program. In the second study, second graders tested at their grade level demonstrated greater pre- and post-program improvements than students in the same program and same district who were tested at functioning-level. Clearly, the difference was due to the tests themselves. Finally, in all schools evaluated, individual raw scores were routinely transformed into Grade Equivalent (GE) scores, and the individual GE scores were averaged to find the mean for the school. This practice is technically wrong and can create artificial evaluation results. (GC)
Publication Type: Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A