NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED310130
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Standardized Tests at the Early Childhood Level: Do They Tell Us the Truth about Children?
Pardo, Elly; Russell, Joanne Collins
A small follow-up study of three male and five female children, who were at risk of school failure and were enrolled in a model developmental Early Learning Center in the Boston (Massachusetts) Public Schools, is described. The focus was on determining whether a standardized achievement measure used to evaluate student academic success/progress accurately reflected the level of mastery attained by the students. Despite their satisfactory performance in reading/language arts and mathematics, most of the students scored below the 40th percentile when tested at the end of the school year on the Metropolitan Achievement Test (MAT6) in reading and mathematics. The students' second-grade teachers were interviewed to determine their assessment of the students' performance vocabulary, word-recognition, reading comprehension, and writing skill areas. The students' journals were rated by independent judges, and the first-grade achievement of follow-up students on the school department's reading/language arts and writing curriculum-referenced tests were compared with their first-grade achievement on the MAT6 reading test. The MAT6 did not articulate well with other measures of the students' first-grade reading/language arts skills or their second grade reading/language arts school performance. The use of a single test score to classify children for special educational services, particularly in the early childhood years, is questioned. Discrepancies have arisen between the format for classroom learning at the early childhood level and the format for measuring learning. Five data tables are included; and interrater reliability coefficients, the student follow-up survey, transcription rules, samples of transcribed texts, and the writing sample evaluation instrument are appended. (TJH)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Metropolitan Achievement Tests