TAMA General Knowledge Test; Technical Report 23. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Gilbert, Lynn E.; Shipman, Virginia C.
Institution	Educational Testing Service, Princeton, NJ.
Titel	TAMA General Knowledge Test; Technical Report 23. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (8 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Tests; Data Analysis; Disadvantaged Youth; Educational Testing; Knowledge Level; Longitudinal Studies; Measurement Instruments; Nonverbal Tests; Preschool Tests; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kognitiver Fähigkeitstest; Auswertung; Benachteiligter Jugendlicher; Wissensbasis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	The TAMA was designed specifically for the Longitudinal Study as a nonverbal test of general knowledge. The test requires the child to point to the correct picture among three alternatives in response to a question. The two practice items and 25 test items are printed on bound cards, mostly in black and white. Items can be classified as follows: social environment, physical environment, health and safety, practical arts, consumer behavior, sports and games, literature, and TV and comics. The test takes about ten minutes. Each item was scored as correct, incorrect, refusal, or indeterminate. The TAMA correlated with a wide range of cognitive perceptual measures and correlated highly with a factor representing general information-processing skills. Its internal reliability, convergent validity, ease of administration, and reduced emphasis on productive skills suggest its usefulness as a supplementary index in test batteries aimed at tapping cognitive abilities. The significant SES and age effects reflect the expected maturational and experimental influences upon the child's increased assimilation of knowledge from his environment. (For related documents, see TM 003 174-196, 198.) (Author/KM)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC