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ERIC Number: ED314428
Record Type: Non-Journal
Publication Date: 1989-Dec
Pages: 3
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Interpreting Test Scores for Compensatory Education Students. ERIC Digest.
Echternacht, Gary
Following the rules and regulations of compensatory education programs requires the use of objective measures in selecting students for programs, assessing their progress, and monitoring the program's quality. Administrators must remember the following four points when they use test scores for compensatory education students: (1) test scores alone should not be used to select students; (2) good programs select students through several assessment tools rather than just one; (3) administrators should not use out-of-level tests; and (4) the use of tests for lower grade levels may be less frustrating for some students, but will not give an accurate picture of the content learned or the real meaning of the scores. It is also important to understand that the term "grade level" in testing does not relate to how well students perform in the classroom. When students score at grade level, about half of their peers score higher and about half score lower. Administrators must also differentiate the degree of error in individual and group scores. Interpretations are most sure when administrators consider district averages, followed by building averages, classroom averages, and individual students' scores. (SLD)
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.; American Institutes for Research, Washington, DC.