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ERIC Number: ED454277
Record Type: Non-Journal
Publication Date: 2001-Apr-12
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Use of Group versus Individual Settings for Assessing Student Achievement in Kindergarten and First Grade.
Atkins-Burnett, Sally; Rowan, Brian; Correnti, Richard
This paper reports on an experiment examining the consequences of assessing kindergarten and first-grade students' academic achievement in group versus individualized assessment settings. Students (n=442) blocked by classroom and grade level were randomly assigned to one of two assessment modes: a small group setting with 8 other students from their classroom versus an individualized setting. Students in both settings were administered the grade-appropriate form of the CTB McGraw Hill Terra Nova Tests of Achievement, Form A. Assessment results were scored by the publisher. Results show that in both kindergarten and first grade, group assessment settings were more likely than individualized settings to be characterized by behavior that assessors coded as disruptive or distracting for students, and that students at both grade levels who were assessed in the group setting omitted more test items and made more multiple marks on items than did students assessed in the individual setting. The study also found that kindergarten students assessed in the group setting had lower reading, language, and mathematics scale scores as estimated by the publisher's three parameter item response theory, and that these scale scores had higher standard errors of measurement than kindergarten students assessed in the group setting. However, there were no differences in measured achievement or standard errors of measurement across assessment modes among the first grade students. The case is made that differences in assessment environments and item response patterns of students in group settings call into question the validity of assessment results for young children assessed in group settings, even when such results do not result in observable differences in the measured outcomes of these children compared to students assessed individually. (Contains 7 tables and 13 references.) (Author/SLD)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A