High stakes tests are defined as those tests that “carry serious consequences for students or educators.” The consequences from standardized achievement tests range from grade retention for school children to rewards or punitive measures for schools and school districts. The nature of standardized achievement tests used in these situations poses validity problems for the decisions. Numerous uni...

Using existing data from several locations across the U.S., this study examined the impact of students’ language background on the outcome of achievement tests. The results of the analyses indicated that students’ assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and ...

This paper presents the test construction procedure applied to the devising of an achievement test in general English for students at Plovdiv University (PU). The evaluation of the test items is also outlined, as well as the reliability and validity of the test as a whole.

We describe Wayang Outpost, a web-based ITS for the Math section of the Scholastic Aptitude Test (SAT). Wayang Outpost has several distinctive features: a large breadth of problems with multimedia animations and sound in the help, problems embedded in narrative and fantasy contexts, alternative teaching strategies for students of different mental rotation abilities and memory retrieval speed. W...

We describe Wayang Outpost, a web-based ITS for the Math section of the Scholastic Aptitude Test (SAT). It has several distinctive features: help with multimedia animations and sound, problems embedded in narrative and fantasy contexts, alternative teaching strategies for students of different mental rotation abilities and memory retrieval speeds. Our work on adding intelligence for adaptivity ...

Relationships Between Specific Health-Related Fitness Components and Standardized Academic Achievement Tests

DEVRIES, RHETA. Relationships among Piagetian, lQ, and Achievement Assessments. CHILD DEVELOPMENT, 1974, 45, 746-756. Empirical relationships are explored among the theoretically different Piagetian and psychometric assessments of intelligence, and school achievement. Ss were 143 bright and average children chronologically aged 5, 6, and 7 years. Factor analyses of perfoniiance on the Californi...

Previous studies have observed inconsistent relations between the acuity of the Approximate Number System (ANS) and mathematical achievement. In this paper, we hypothesize that the relation between ANS acuity and mathematical achievement is influenced by fluency; that is, the mathematical achievement test covering a greater expanse of mathematical fluency may better reflect the relation between...