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Bloland, Ruth Marian; Michael, William B. – Educational and Psychological Measurement, 1984
This study compared the validity of chronological age, a standardized algebra prognosis test, standardized verbal and quantitative scales derived from an achievement test battery, and an objective measure of formal or concrete stages of Piagetian cognitive development for predicting final examination scores and course grades in high school…
Descriptors: Achievement Tests, Age, Algebra, Cognitive Development
Peer reviewed Peer reviewed
Brennan, Robert L.; Lee, Won-Chan – Educational and Psychological Measurement, 1999
Develops two procedures for estimating individual-level conditional standard errors of measurement for scale scores, assuming tests of dichotomously scored items. Compares the two procedures to a polynomial procedure and a procedure developed by L. Feldt and A. Qualls (1998) using data from the Iowa Tests of Basic Skills. Contains 22 references.…
Descriptors: Error of Measurement, Estimation (Mathematics), Scaling, Scores
Peer reviewed Peer reviewed
Lee, Guemin; Dunbar, Stephen B.; Frisbie, David A. – Educational and Psychological Measurement, 2001
Conceptualized eight different types of measurement models for a test composed of testlets and studied the goodness of fit of those models to data using data from the Iowa Tests of Basic Skills and simulated data. The essentially tau-equivalent model and the congeneric model provided worse model fit than the other measurement models. (SLD)
Descriptors: Goodness of Fit, Measurement Techniques, Models, Scores
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Snetzler, Suzi; Qualls, Audrey L. – Educational and Psychological Measurement, 2000
Examined the incidence of differential item functioning (DIF) on 3 subtests of the Iowa Tests of Basic Skills using test scores for 2,867 Alaskan students, characterized as "Native" or White at fourth and sixth grades or sixth and eighth grades. Effect size differences favoring whites were larger when students of equal English…
Descriptors: Achievement Tests, Alaska Natives, Item Bias, Limited English Speaking
Peer reviewed Peer reviewed
Qualls, Audrey L.; Ansley, Timothy N. – Educational and Psychological Measurement, 1995
In a study involving 1,147 college freshmen, significant relationships were found between elementary and secondary school achievement test scores on the Iowa Test of Basic Skills (ITBS) and the Iowa Tests of Educational Development (ITED) and high school and college grade point average, but the magnitude of these relationships was small. (SLD)
Descriptors: Academic Achievement, Achievement Tests, College Freshmen, Elementary Secondary Education
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Hildebrand, Myrene; Hoover, H. D. – Educational and Psychological Measurement, 1987
Reliability and validity of "Degrees of Reading Power" test and "Iowa Tests of Basic Skills" reading comprehension and vocabulary tests were compared. Test scores, grades, and assigned reading levels of 191 fifth and sixth graders and 186 sixth and seventh graders in an eastern Iowa school district were used. Reliability and…
Descriptors: Comparative Analysis, Elementary School Students, Grade 5, Grade 6
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Powers, Stephen; And Others – Educational and Psychological Measurement, 1986
The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The validity of the CAT-R as a predictor for reading for combined groups of Hispanic and Anglo pupils appeared to be limited. (Author/LMO)
Descriptors: Achievement Tests, Anglo Americans, Comparative Testing, Hispanic Americans
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Martin, David J.; Dunbar, Stephen B. – Educational and Psychological Measurement, 1985
The factorial validity of the Iowa Tests of Basic Skills was investigated. Hierarchical factor analysis was performed with a subset of the standardization data to explore the presence of second-order group factors. Results supported the construct validity of Language and Mathematics subscales. Verbal and Visual Information group factors were…
Descriptors: Achievement Tests, Factor Analysis, Factor Structure, Intermediate Grades
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Ansley, Timothy N.; Forsyth, Robert A. – Educational and Psychological Measurement, 1983
Correlations between the achievement test scores of 2,000 entering freshmen in 1977 and measures of college performance were similar to those reported for tests of the college entrance type. These results provide support for the predictive validity of the Iowa Tests of Basic Skills and the Iowa Tests of Educational Development achievement test…
Descriptors: Achievement Tests, College Entrance Examinations, College Students, Correlation
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Omizo, Michael M.; And Others – Educational and Psychological Measurement, 1981
Two purposes of this study were to determine the relationship between scores on five scales of the Dimensions of Self-Concept (DOSC) and academic success, and to ascertain the differential validity of the DOSC scales in comparing Mexican-American junior high school males and females. (Author/GK)
Descriptors: Academic Achievement, Grade 7, Junior High Schools, Mexican Americans
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Klein, Alice E. – Educational and Psychological Measurement, 1981
A factor analysis was performed for two levels of the Iowa Tests of Basic Skills (ITBS). Results showed that there was essentially one common factor with little evidence that the user would gain much nonredundant information from the 15 scores yielded by the ITBS. (Author/GK)
Descriptors: Achievement Tests, Elementary Education, Elementary School Mathematics, Factor Analysis
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Loyd, Brenda H.; And Others – Educational and Psychological Measurement, 1980
This study investigated the relationship between achievement test scores on the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED), and high school and college grade point average. Support for the predictive validity of the ITBS and ITED achievement test batteries is provided. (Author/GK)
Descriptors: Academic Achievement, Achievement Tests, College Freshmen, Elementary Education
Peer reviewed Peer reviewed
Thompson, Bruce; And Others – Educational and Psychological Measurement, 1978
The usefulness of the Structure of Intellect Learning Abilities Test for predicting reading and arithmetic achievement of elementary school pupils as measured by the Iowa Tests of Basic Skills was investigated using regression analyses. The Structure of Intellect test performed generally as predicted. (Author/JKS)
Descriptors: Academically Gifted, Achievement Tests, Elementary School Mathematics, Intelligence Tests