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ERIC Number: EJ862701
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0003-1003
The Validity of Standardized Testing in Science
Visone, Jeremy D.
American Secondary Education, v38 n1 p46-61 Fall 2009
This study explored the relationship between reading and achievement on a science standardized test. A nonfiction reading subtest and the science section of the Connecticut Academic Performance Test were compared for Grade 10 students at 3 Connecticut high schools. Results showed a moderate-to-strong positive relationship between the variables. The correlation coefficients across the 3 schools for their entire data sets ranged from 0.41 to 0.74. Though this study was not designed to yield conclusions about causation, the consistency of the positive, moderate-to-strong correlations speaks to the existence of a meaningful relationship between the variables. This relationship should cause educators to carefully examine the validity of using language-based standardized tests to assess students' science knowledge, especially for less-proficient readers. (Contains 5 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut