Predicting performance on a statewide reading achievement test in Spanish with aimswebPlus Spanish

2021 ◽  
Author(s):  
David A. Klingbeil ◽  
David J. Osman ◽  
Caroline K. Carberry ◽  
Jamison E. Carrigan ◽  
Kimberly Berry‐Corie
Keyword(s):  
Reading Achievement ◽  
Achievement Test ◽  
Predicting Performance

Learning Disabled Students' Spontaneous Use of Test-Taking Skills on Reading Achievement Tests

1985 ◽  
Vol 8 (3) ◽  
pp. 205-210 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Karla Bennion ◽  
Steven Lifson
Keyword(s):  
Reading Achievement ◽  
Achievement Tests ◽  
Learning Disabled ◽  
Achievement Test ◽  
Strategy Use ◽  
Disabled Students ◽  
Test Items ◽  
Test Taking ◽  
Level Of Confidence ◽  
Resource Rooms

The present investigation was undertaken to identify the type of strategies learning disabled (LD) students employ on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and nondisabled students. Students attending resource rooms and regular third-grade classes were administered items from reading achievement tests and interviewed concerning the strategies they had employed in answering the questions and their level of confidence in each answer. Results indicated that (a) LD students were less likely to report use of appropriate strategies on inferential questions, (b) LD students were less likely to attend carefully to specific format demands, and (c) LD students reported inappropriately high levels of confidence.

scholarly journals Curriculum Biases in Reading Achievement Tests

1978 ◽  
Vol 10 (4) ◽  
pp. 345-357 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Darlene Pany
Keyword(s):  
Reading Achievement ◽  
Educational Research ◽  
Curriculum Evaluation ◽  
Achievement Tests ◽  
Achievement Test ◽  
Second Grade ◽  
Single Test ◽  
Test Items ◽  
Grade Levels ◽  
Reading Curricula

The extent and direction of curriculum bias in standardized reading achievement tests are examined. Bias is estimated by comparing the relative overlap in the contents of five separate reading achievement tests with the content of seven commercial reading series at first and second grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected given mastery of the words which appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to teacher, child, and curriculum evaluation, to reading replacement, and to applied educational research.

Evaluation of Two Instrumental Procedures for Use with Embedded-Figures Subtest of Purdue Motion-Picture Screening Test

1976 ◽  
Vol 42 (1) ◽  
pp. 133-134 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr
Keyword(s):  
Reading Achievement ◽  
Motion Picture ◽  
Test Scores ◽  
Screening Test ◽  
Achievement Test ◽  
Second Grade ◽  
Embedded Figures ◽  
Total Performance ◽  
Materials Used ◽  
Screening Device

The purpose of this study was to determine if modification of the materials used by young Ss in responding affected their performance on a motion picture screening device. Modification of the modes of measuring responses increased the total performance of 24 kindergarten Ss; however, there appeared to be little relationship with standardized reading achievement test scores for first and second grade Ss. The approaches used appeared applicable with kindergarten Ss.

scholarly journals Evaluating Screening Procedures Across Changes to the Statewide Achievement Test

2018 ◽  
Vol 44 (1) ◽  
pp. 17-31 ◽  
Author(s):  
David A. Klingbeil ◽  
Ethan R. Van Norman ◽  
Peter M. Nelson ◽  
Chris Birr
Keyword(s):  
Decision Making ◽  
State Standards ◽  
Achievement Test ◽  
Future Research ◽  
Cut Scores ◽  
Predicting Performance ◽  
Reading And Math ◽  
The Stability ◽  
Additional Support ◽  
State Educational

Several states have changed their statewide achievement tests over the past 5 years. These changes may pose difficulties for educators tasked with identifying students in need of additional support. This study evaluated the stability of decision-making accuracy estimates across changes to the statewide achievement test. We analyzed extant data from a large suburban district in Wisconsin in 2014–2015 ( N = 2,774) and 2015–2016 ( N = 2,882). We estimated the decision-making accuracy of recommendations from the Measures of Academic Progress for predicting risk on a Common Core State Standards aligned test (2014–2015) and a new test based on updated academic standards (2015–2016) in reading and math. Findings suggest that sensitivity and specificity estimates were relatively stable in math. Changes in the criterion measure were associated with decreased sensitivity when predicting performance in reading. These results provide initial support for educators to continue existing screening practices until test vendors or state educational agencies establish cut-scores for predicting risk on the newer test. Using a lower cut-score to establish risk (increasing sensitivity while decreasing specificity) may be prudent in reading. Limitations and directions for future research are discussed.

Categorization Behavior and Achievement in Deaf and Hearing Children

1967 ◽  
Vol 34 (4) ◽  
pp. 241-250
Author(s):  
Toby Roslyn Silverman
Keyword(s):  
Reading Achievement ◽  
Special Class ◽  
Deaf Child ◽  
Achievement Test ◽  
Deaf Children ◽  
Language Performance ◽  
Hearing Children ◽  
Triple Mode ◽  
Achievement Levels

The Triple Mode Test of Categorization, developed to measure three major modes of categorization postulated by Vygotsky, and the Stanford Reading Achievement Test, were administered to 313 hearing children, 225 typically deaf children, and 21 special class deaf children. Modes of categorization were studied at different age and achievement levels. For the deaf children, superordinate and associate responding decreased with increasing age, while functional responding increased. For hearing children, increasing age was accompanied by increased superordinate responding, decreased associative responding, and stable functional responding. Other results are also discussed. The conclusions suggest that deficiencies in categorization behavior may contribute to deficient language performance in the deaf child.

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