Problems in the Practical Establishment of Predictive Measures in the Schools: Part Two.

Autor/in	Severson, Roger A.
Titel	Problems in the Practical Establishment of Predictive Measures in the Schools: Part Two.
Quelle	(1970), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Diagnosis; Intelligence Tests; Learning Problems; Longitudinal Studies; Predictive Measurement; Preschool Children; Reliability; Testing; Illinois Test of Psycholinguistic Abilities; Bender Gestalt Test; Stanford Binet Intelligence Scale; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Schulleistung; Pedagogical diagnostics; Pädagogische Diagnostik; Intelligence test; Intelligenztest; Lernproblem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reliabilität; Testdurchführung; Testen
Abstract	This report discusses the practical problems encountered in a longitudinal study now in its fourth year, where the focus has been the early identification of later learning disorders. The general goal was the identification of tests with the characteristics of high reliability, low cost, short time to administer, low demand on scoring sophistication, and which could be given in group form by the classroom teacher. A number of instruments which had to be administered individually were tried. If they met other criteria then whether they could be either converted into group-administered tests, or whether paraprofessionals could successfully administer them was considered. Three major sources of unreliability were found, including instruments previously reported as reliable: examiner reliability, scoring reliability, and reliability of interpretation of differences. The vocabulary subtest of the Wechslar Intelligence Scale for Children, as improved by Jastak and Jastak, is held to have so far been proven the best single subtest predictor. The visual sequential memory subtest of the Illinois Test of Psycholinguistic Ability (ITPA) was found to predict first grade achievement more powerfully than the total ITPA plus the Stanford-Binet IQ Test. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC