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ERIC Number: ED311652
Record Type: RIE
Publication Date: 1986-Jun-30
Pages: 267
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Administration and Interpretation of Standardized Achievement Tests with Learning Disabled and Behaviorally Disordered Elementary School Children. Year Three Final Report.
Scruggs, Thomas E.
This final report describes the activities, results, and conclusions of a 3-year project whose major purpose was to improve test-taking skills of learning-disabled and behaviorally disordered students, with respect to standardized achievement tests. The project concluded that: learning-disabled and behaviorally disordered students exhibit deficits on cognitive and affective aspects of test-taking; these deficits can be partially remediated through training; and standardized achievement testing provides an important function in special education, but additional measures are equally important. Appendices, which make up the bulk of the document, include published and unpublished papers and presentations on: analyzing children's strategy use on reading achievement tests; developing aspects of test-wiseness for absurd options; test-wiseness on reading comprehension tests; improving test-taking skills; student attitudes toward tests; format changes in reading achievement tests; a meta-analysis on teaching test-taking skills; using separate answer sheets; effects of training in test-taking skills on test performance, attitudes, and on-task behavior; effects of coaching on test performance; academic and intellectual characteristics of behaviorally disordered students; and predicting outcome through achievement. (JDD)
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Utah State Univ., Logan. Developmental Center for Handicapped Persons.
Note: For earlier reports, see ED 256 082 and ED 260 560.