Investigation of the Appropriateness of the Anchor Test Study Equating Results for Selected Subgroups. Final Report.

Autor/inn/en	Bianchini, John C.; Vale, Carol A.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Investigation of the Appropriateness of the Anchor Test Study Equating Results for Selected Subgroups. Final Report.
Quelle	(1975), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bias; Black Students; Elementary Education; Elementary School Students; Equated Scores; Ethnic Bias; Ethnic Groups; Grade 4; Grade 5; Grade 6; Reading; Reading Comprehension; Reading Tests; Spanish Americans; Standardized Tests; Statistical Analysis; Test Interpretation; Vocabulary; White Students; Comprehensive Tests of Basic Skills; Gates MacGinitie Reading Tests; Iowa Tests of Basic Skills; Metropolitan Achievement Tests; California Achievement Tests; Sequential Tests of Educational Progress; SRA Achievement Series; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Elementarunterricht; Ethnie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Leseprozess; Lesen; Leseverstehen; Lesetest; Standadised tests; Standardisierter Test; Statistische Analyse; Test analysis; Testauswertung; Wortschatz
Abstract	The Anchor Test Study (ATS) yielded equating tables for vocabulary, reading comprehension, and total reading scores for eight commonly used reading tests at the 4th, 5th, and 6th grade levels. Because of the original ATS sampling design which resulted in a nationally representative sample of school children at those grades, the equating tables might not be considered equally applicable for selected subgroups of the population--specifically, for black and Spanish-surnamed subgroups. The present study was done to determine whether use of the ATS equating tables for these two ethnic subgroups is warranted. Essentially, the analysis focused upon detecting interaction between test interrelationships and ethnic affilation in a way most relevant to the expected uses of the ATS equating tables--average differences between equivalent and obtained scores for each ethnic group, in various parts of the score range, were tested for significance. The detailed procedures for accomplishing the implied statistical tests are described. The analyses appear in Appendices A, B, and C (for grades, 4, 5, and 6, respectively) organized by vocabulary, reading comprehension, and total reading scores within grade level. The results did not indicate any systematic ethnic bias. The few isolated instances which did exist might be attributed largely to the sampling procedure used in the ATS; i.e., maximizing representation of the total population, rather than that of any specific subgroup. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC