Local versus National Calibrations.

Autor/in	Green, Donald Ross
Titel	Local versus National Calibrations.
Quelle	(1987), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Grade 4; Grade 6; Intermediate Grades; Latent Trait Theory; National Norms; Program Evaluation; Reading Comprehension; Reading Tests; School Districts; Standardized Tests; Test Construction; Test Reliability; Test Validity; Testing Problems; Testing Programs; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Latent-Trait-Modell; Programme evaluation; Programmevaluation; Leseverstehen; Lesetest; School district; Schulbezirk; Standadised tests; Standardisierter Test; Testaufbau; Testreliabilität; Testvalidität
Abstract	An assessment of the Philadelphia (Pennsylvania) City-Wide Testing Program is presented to determine the effects of using customized achievement tests to achieve multiple purposes. The tests are derived from, or related to, the tests in a nationally standardized test battery, but include items written specifically to measure the local curriculum. It is generally believed that item response theory can resolve the problems resulting from this test construction process. The reading and mathematics tests developed for Philadelphia contain items calibrated on the reading and mathematics scales of the Comprehensive Tests of Basic Skills (CTBS), Form U. Data for grades 4 and 6 for 1984-86 on the reading comprehension test were chosen for the study. Results of the analysis indicate that some fairly small effects of the local curricula were found. Thus, the effect of calibrating the Philadelphia items and adding them to the CTBS set accomplished its intended purpose--to increase reliability without any serious consequences for validity. Five data tables conclude the document. (TJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC