An Analysis of the 1992 New Jersey Grade 8 Early Warning Test.

Autor/in	Tambini, Robert F.
Titel	An Analysis of the 1992 New Jersey Grade 8 Early Warning Test.
Quelle	(1999), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Grade 8; Junior High School Students; Junior High Schools; Standardized Tests; Test Construction; Test Content; Test Use; Testing Problems + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Standadised tests; Standardisierter Test; Testaufbau; Testaufgabe; Testanwendung
Abstract	The quality and the effectiveness of the 1992 New Jersey Grade 8 Early Warning Test (NJEWT) are assessed. Standardized tests possess clear advantages for educators, especially in the case of administration and scoring, but there are clear disadvantages as well, including the possibility of bias. Four criteria are applied to the NJEWT: adequacy, impact, reliability, and validity. The writing test of the NJEWT appears to test reading comprehension more than writing, making the validity of information collected highly suspect. The quality of information provided by the reading test is also questionable, and the essays in this section are not well suited to the task of assessing student reading ability. The mathematics section also suffers some serious shortcomings. It uses word problems and requires students to explain in writing the reasoning they used to arrive at their answers, making it as much a test of language facility as of mathematics. Global deficiencies of the NJEWT include: (1) confusing structure; (2) confusing directions; and (3) confusing use of capital letters in the test items. The 1992 NJEWT has only limited value as an assessment tool. It is not possible to evaluate the reliability of the test in the absence of data from various test administrations across sample groups. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC