How Well Are the Kentucky Academic Expectations Matched to the KIRIS96 Assessments, CTBS, and CAT?

Autor/inn/en	Nitko, Anthony J.; Amedahe, Francis; Al-Sarimi, Abdullah; Wang, Shudong; Wingert, Melissa
Titel	How Well Are the Kentucky Academic Expectations Matched to the KIRIS96 Assessments, CTBS, and CAT?
Quelle	(1998), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Educational Objectives; Elementary Secondary Education; State Programs; Student Evaluation; Test Items; Test Use; Testing Programs; Thinking Skills; Kentucky; Comprehensive Tests of Basic Skills; California Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Educational objective; Bildungsziel; Erziehungsziel; Regierungsprogramm; Schulnote; Studentische Bewertung; Test content; Testaufgabe; Testanwendung; Denkfähigkeit
Abstract	Matches between questions in the Kentucky Instructional Results Information System for 1995-96 (KIRIS96), the Comprehensive Tests of Basic Skills, Fourth Edition (CTBS4), and the California Achievement Tests, Fifth Edition (CAT5) and the Kentucky Academic Expectations as they are defined in the Kentucky curriculum framework were studied. Each assessment question was read by two or three researchers familiar with the Academic Expectations. They found the KIRIS96 questions to be well written, and that they covered the Academic Expectations for the most part. Parts of the curriculum that were not so well sampled by the KIRIS96 questions were identified. The CTBS4 and the CAT5 did not cover the Kentucky curriculum framework so well. The types of questions asked by those tests required less integration of complex thinking processes than the KIRIS96 questions. However, researchers noted that the CTBS4 and the CAT5 did a better job than the KIRIS96 in separately assessing student's learning of certain traditional basic skills in spelling, mathematics computation, recognition of mathematics concepts, language mechanics, and use of specific language expressions. In general, standardized assessments have the advantage in providing measures of individual students' strengths and weaknesses in several traditional areas, and they have the advantage of being referenced to a national sample of students. (Contains three tables.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC