Technical Report. Louisiana State Assessment. 1977-78. Reading. Grades 4,8, and 11.

Institution	Louisiana State Dept. of Education, Baton Rouge.
Titel	Technical Report. Louisiana State Assessment. 1977-78. Reading. Grades 4,8, and 11.
Quelle	, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Elementary Secondary Education; Grade 11; Grade 4; Grade 8; Program Descriptions; Reading Achievement; Reading Comprehension; Reading Skills; Reading Tests; Research Reports; State Programs; Test Reliability; Test Validity; Testing Programs; Louisiana + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; School year 11; 11. Schuljahr; Schuljahr 11; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Leseverstehen; Reading skill; Lesefertigkeit; Lesetest; Research report; Forschungsbericht; Regierungsprogramm; Testreliabilität; Testvalidität
Abstract	The technical characteristics of the reading criterion referenced tests administered to pupils in grades 4, 8, and 11 as part of the Louisiana State Assessment of Reading are described. Fourth and eighth grade tests include vocabulary, phonetic and structural analysis, comprehension and study skills; eleventh grade tests include vocabulary, word attack skills, comprehension, and study skills. Technical qualities discussed are test reliability, item discrimination, and content validity. The assessment instrument is judged to have reasonable reliability in terms of internal consistency. Consideration of the relatively low variability of scores resulting from measuring minimal rather than maximal objectives reinforces this evaluation. The items measuring domain achievement yield satisfactory discrimination indices and those measuring objective achievement yield half of their discrimination indices that could be evaluated similarly. Overall, item discrimination indices meeting Ebel's .40 or better criterion occur with greater frequency in the two lower grades than in the eleventh grade. The care exercised in the development of consensus objectives and items designed to measure their attainment ensure acceptable content validity. (Author/MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC