A study for application of item change sensitivity to longitudinal academic achievement tests

60 Ss from Grades 1 through 6 were administered an auditory and visual scanning procedure and 27 of those Ss were given arithmetic and reading achievement tests. Data indicated scanning ability increases linearly with grade in school and the relationship between the scanning measures also increases sharply with grade. Auditory scanning was related to academic achievement; visual scanning only approached significance with arithmetic achievement but was unrelated to reading achievement.

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THE STANDARDISATION AND PREDICTIVE VALUE OF A BATTERY OF ACADEMIC ACHIEVEMENT TESTS FOR THE PURPOSE OF ACADEMIC COUNSELLING AT SOUTH AFRICAN UNIVERSITIES*

British Journal of Educational Psychology ◽

10.1111/j.2044-8279.1959.tb01487.x ◽

1959 ◽

Vol 29 (2) ◽

pp. 136-143 ◽

Cited By ~ 1

Author(s):

M. C. H. SONNEKUS

Keyword(s):

Academic Achievement ◽

South African ◽

Predictive Value ◽

Achievement Tests ◽

South African Universities

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Effect of self‐scoring on subsequent performances in academic achievement tests

Educational Research ◽

10.1080/0013188910330208 ◽

1991 ◽

Vol 33 (2) ◽

pp. 151-154 ◽

Cited By ~ 6

Author(s):

Muhammad Maqsud ◽

Chandra Mohanan Pillai

Keyword(s):

Academic Achievement ◽

Achievement Tests

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EFEKTIVITAS COGNITIVE READING STRATEGIES PADA PENINGKATAN PRESTASI AKADEMIK MAHASISWA

LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan ◽

10.35316/lisanalhal.v13i2.594 ◽

2019 ◽

Vol 13 (2) ◽

pp. 223-238

Author(s):

Saifullah ◽

Abd Mughni

Keyword(s):

Academic Achievement ◽

Reading Comprehension ◽

Prior Knowledge ◽

Undergraduate Students ◽

Reading Strategies ◽

Achievement Tests ◽

Control Group ◽

Knowledge Test ◽

Before And After ◽

Quasi Experimental

This study aims to test the effect of cognitive reading strategies to enhance undergraduate students academic achievement. This study used quasi-experimental alternative-treatment design with pretest. There are 63 undergraduate students in psychology class as a subject. The research data obtained from reading comprehension achievement tests and prior knowledge test as co-variable. The reading comprehension achievement tests and prior knowledge test score compare before and after learning process and tested using Ancoca. The results showed that the cognitive reading strategies was significantly improve undergraduate students academic achievement of the experimental group than the control group. For the cognitive reading strategies feasible for implementation.

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Common Examiner Scoring Errors on Academic Achievement Measures

Canadian Journal of School Psychology ◽

10.1177/0829573518763484 ◽

2018 ◽

Vol 34 (2) ◽

pp. 98-112 ◽

Cited By ~ 2

Author(s):

Gina L. Harrison ◽

Lauren D. Goegan ◽

Sarah J. Macoun

Keyword(s):

Academic Achievement ◽

Educational Achievement ◽

Achievement Tests ◽

Achievement Test ◽

Cognitive Measures ◽

Achievement Measures ◽

Scoring Errors ◽

Individual Achievement ◽

Assessment Training ◽

Woodcock Johnson

This study examined the scoring errors across three widely used achievement tests (Kaufman Test of Educational Achievement–Second Edition [KTEA-2], Woodcock–Johnson Tests of Achievement–Third Edition [WJ-III], and the Wechsler Individual Achievement Test–Third Edition [WIAT-III]) by novice examiners. A total of 114 protocols were evaluated for differences between the measures on the frequency and type of scoring errors. Within-measure analyses were also conducted to identify particular composites or subtests that might be more prone to error. Among the three measures, the WIAT-III was found to have the most scoring elements and was, therefore, the measure most susceptible to errors in scoring. Irrespective of the measure, more errors occurred on composites requiring greater examiner inference and interpretation, similar to previous studies on the propensity of scoring errors on cognitive measures. Results are discussed in relation to assessment fidelity and to assessment training practices.

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