Procedures to Eliminate Bias Stanford Achievement Test Series

2016 ◽  
pp. 84-87
Keyword(s):  
Achievement Test ◽  
Test Series ◽  
Stanford Achievement Test

Adapting Standardized Academic Tests in Braille and Large Type

1993 ◽  
Vol 87 (10) ◽  
pp. 405-407
Author(s):  
B.J. Duckworth
Keyword(s):  
Standardized Tests ◽  
School System ◽  
Achievement Test ◽  
Test Series ◽  
Stanford Achievement Test ◽  
Large Type ◽  
Printing House ◽  
Academic Tests

When a teacher or school system needs to have a commercially available test adapted into large type or braille, certain guidelines must be followed. This article describes the recent adaptation of the Stanford Achievement Test (Series 8) by the American Printing House for the Blind. It presents the steps that are usually pursued in such a process and the guidelines that must be considered in adapting typical standardized tests.

Longitudinal Study of Reading Scores of the Stanford Achievement Test

1982 ◽  
Vol 54 (2) ◽  
pp. 369-370 ◽  
Author(s):  
David E. Suddick ◽  
Charles L. Bowen
Keyword(s):  
Longitudinal Study ◽  
Achievement Test ◽  
Reading Scores ◽  
Retest Reliability ◽  
Stanford Achievement Test ◽  
Test Retest Reliability ◽  
Reliability Coefficients

A 2. 5-yr. longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations.

Special Education Screening System: Group Achievement Test

1988 ◽  
Vol 55 (1) ◽  
pp. 71-75 ◽  
Author(s):  
Brian Stone ◽  
Bert P. Cundick ◽  
Dave Swanson
Keyword(s):  
Special Education ◽  
Elementary Schools ◽  
Achievement Test ◽  
Achievement Testing ◽  
Education Students ◽  
Education Programs ◽  
Stanford Achievement Test ◽  
Special Education Programs ◽  
Screening Device ◽  
Special Education Screening

The purpose of this study was to assess the efficacy of standardized group achievement testing in screening and identifying mildly handicapped students for referral to special education programs. Stanford Achievement Test scores of students already placed in either regular or special education programs in four elementary schools were arranged according to four cutoff points: 20th, 15th, 10th, and 5th percentiles. At the 10th percentile cutoff, 71% of the special education and 97% of the regular education students were correctly identified. These results were cross-validated for students at two other elementary schools. The potential uses of this identification method as a preliminary screening device are discussed—particularly at a lower cutoff point of the 5th percentile.

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