A Preliminary Study of the Relevance of a Standardized Test for Measuring Achievement Gains in Innovative Arithmetic Programs. Project LONGSTEP Final Report. Volume II. Appendix Report.

Autor/in	Everett, Bruce E.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	A Preliminary Study of the Relevance of a Standardized Test for Measuring Achievement Gains in Innovative Arithmetic Programs. Project LONGSTEP Final Report. Volume II. Appendix Report.
Quelle	(1976), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Arithmetic; Educational Innovation; Educational Objectives; Elementary School Students; Elementary Secondary Education; Longitudinal Studies; Relevance (Education); Standardized Tests; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Relevance; Relevanz; Standadised tests; Standardisierter Test
Abstract	The general emphasis of Project LONGSTEP was on the identification of changes in student achievement that occur as a result of exposure to intensive educational innovation. During the course of the project, questions were raised concerning (1) the relevance of the standardized achievement test utilized in the project to the stated objectives of the educational treatments included in the participating educational programs and (2) the extent to which the findings may have been influenced by the particular instrument chosen to measure cognitive achievement. To provide at least partial answers to these questions, a study of the arithmetic items contained in the test and their relevance to the educational objectives of the arithmetic treatments encompassed by the project was conducted. Specifically, two research questions were addressed: (1) Were the particular skills necessary to answer correctly the arithmetic items on the Comprehensive Tests of Basic Skills (CTBS) actually incorporated into the curriculum objectives of arithmetic treatments? and (2) To the extent that arithmetic treatments differed from one another in the relevance of the CTBS test items to their curriculum objectives, what effect did this difference have on test performance? "Data Collection Instruments and Guidelines" developed for Project LONGSTEP referenced in Vol. I, Chapter II, Section C, will be accessioned TM 005 987 in RIEMAY77. (RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC