Establishing Optimum Time Limits in the Administration of a Standardized Achievement Test.

Autor/inn/en	Rudman, Herbert C.; Raudenbush, Stephen W.
Titel	Establishing Optimum Time Limits in the Administration of a Standardized Achievement Test.
Quelle	(1988), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Decision Making; Demography; Elementary School Students; Grade 5; Intermediate Grades; Mathematics Achievement; Mathematics Tests; Norms; Reading Comprehension; Reading Tests; Scores; Standardized Tests; Student Placement; Teacher Evaluation; Test Construction; Test Results; Testing Problems; Time; Timed Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Decision-making; Entscheidungsfindung; Demografie; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Normwert; Leseverstehen; Lesetest; Standadised tests; Standardisierter Test; Schülerpraktikum; Teacher appraisal; Lehrerbeurteilung; Testaufbau; Zeit
Abstract	A series of three studies was conducted to determine the effects of testing time above or below the recommended time on results of standardized achievement tests with a sample across all three experiments of 1,219 fifth graders in 59 classrooms in Lansing, Michigan. The first two studies considered the effects of increased time; the third explored the point at which the subtest of interest became sensitive to decreased testing time. The first and second studies established that the Reading Comprehension subtest of the Stanford Achievement Test was sensitive to increased time, and that norms lost their utility with increased time. The probability of benefit to teachers because of improved student achievement results and of benefit to students in terms of placement or other instructional decisions was increased. In the third experiment, the Mathematics Applications subtest, which had not been sensitive to increased time, was studied for decreased time, but there were no evident effects. The usual way of establishing the optimum testing time has been based on some predetermined proportion of students who complete the test, often 90%. These studies are a beginning in developing a model to determine the optimum test time more exactly. (Contains 8 tables, 3 figures, and 19 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC