Procedures Used in Phase I of the IGE Evaluation to Scale, Adjust, and Aggregate Reading and Math Achievement in Grade 5. Report from the Project on Evaluation of Practices in Individualized Schooling.

Autor/inn/en	Price, Gary G.; und weitere
Institution	Wisconsin Univ., Madison. Research and Development Center for Individualized Schooling.
Titel	Procedures Used in Phase I of the IGE Evaluation to Scale, Adjust, and Aggregate Reading and Math Achievement in Grade 5. Report from the Project on Evaluation of Practices in Individualized Schooling.
Quelle	(1979), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Achievement Gains; Achievement Tests; Educational Testing; Elementary School Mathematics; Grade 5; Individualized Instruction; Intermediate Grades; Multiple Regression Analysis; Reading Achievement; Research Methodology; Scaling; Scores; Test Interpretation; Test Theory; Comprehensive Tests of Basic Skills + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementare Mathematik; Schulmathematik; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Mittelstufe; Leseleistung; Research method; Forschungsmethode; Scale construction; Skalenkonstruktion; Test analysis; Testauswertung; Testtheorie
Abstract	The procedures used in Phase I of the Individually Guided Education (IGE) evaluation to scale, adjust, and aggregate reading and mathematics achievement in grade 5 are described. An explanation is included of the administration procedures. The tests used (The Short Form Test of Academic Aptitude and the Comprehensive Tests of Basic Skills) and the adjustment made on individual student scores for academic ability and background variables are discussed. An explanation of how the achievement scores of students within a school were aggregated, and a description of the data are also included. (Author/GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC