1984 Wisconsin Pupil Assessment Program Report. Bulletin No. 5252.

Institution	Wisconsin State Dept. of Public Instruction, Madison.
Titel	1984 Wisconsin Pupil Assessment Program Report. Bulletin No. 5252.
Quelle	(1985), (119 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Tests; Basic Skills; Criterion Referenced Tests; Economics; Educational Testing; Elementary Secondary Education; Language Tests; Mathematics Tests; Reading Tests; Scores; Scoring; Sex Differences; State Norms; State Programs; Test Results; Testing Programs; Writing Evaluation; Writing Skills; Wisconsin; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Basic skill; Grundfertigkeit; Volkswirtschaftslehre; Language test; Sprachtest; Lesetest; Bewertung; Sex difference; Geschlechtsunterschied; Regierungsprogramm; Writing skill; Schreibfertigkeit
Abstract	Results of the Wisconsin Pupil Assessment Program's 1984 test administrations are summarized. A sample of 16,000 public school students were tested. Tests included objective-referenced tests in writing and understanding of economics, and the norm-referenced Comprehensive Tests of Basic Skills (CTBS) test of reading, mathematics, and language. Conclusions in the overview of test results are provided for writing, economics, and basic skills. The CTBS was administered in grades 4, 8, and 11. In all grades, scores exceeded the national average of the fiftieth percentile. The test of economic understanding was administered to twelfth graders, who averaged 58 percent. About one-half of the respondents had taken or were enrolled in an economics course. Males scored about five percentage points higher than females. The written exercises were administered in grades 5, 8, and 11. On a narrative assignment, 50 percent of fifth graders, 73 percent of eighth graders, and 79 percent of eleventh graders performed acceptably. Overall, females scored higher than males and were also more likely to report that they enjoyed writing. Enjoyment of writing was reported by 70, 52, and 45 percent in grades 5, 8, and 11, respectively. Prewriting and revision were associated with higher writing scores. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC