Cautions in Interpreting District-Wide Standardized Mathematics Achievement Test Results.

Marks, Daniel

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Peer reviewed

ERIC Number: EJ415827

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0671

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Cautions in Interpreting District-Wide Standardized Mathematics Achievement Test Results.

Marks, Daniel

Journal of Educational Research, v83 n6 p349-54 Jul-Aug 1990

This study attempts to detect the presence of either of 2 different categories of large-scale bias in 4 widely used mathematics achievement tests: induced bias and norming bias. Subjects were 407 eighth graders. (IAH)

Descriptors: Achievement Tests, Elementary Secondary Education, Grade 8, Junior High Schools, Mathematics Tests, Norm Referenced Tests, School Districts, Standardized Tests, Test Bias, Test Interpretation, Test Norms

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills; California Achievement Tests; Stanford Achievement Tests

Grant or Contract Numbers: N/A

Author Affiliations: N/A