NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Progress Monitoring with Computer Adaptive Assessments: The Impact of Data Collection Schedule on Growth Estimates
Peer reviewed Peer reviewed
Direct linkDirect link
Nelson, Peter M.; Van Norman, Ethan R.; Klingbeil, Dave A.; Parker, David C. – Psychology in the Schools, 2017
Although extensive research exists on the use of curriculum-based measures for progress monitoring, little is known about using computer adaptive tests (CATs) for progress-monitoring purposes. The purpose of this study was to evaluate the impact of the frequency of data collection on individual and group growth estimates using a CAT. Data were…
Descriptors: Progress Monitoring, Computer Assisted Testing, Data Collection, Scheduling
Group Administration of the Bender Gestalt
Peer reviewed Peer reviewed
Jacobs, Jon C. – Psychology in the Schools, 1971
Administration of the BG in a group situation provided as much, and as reliable, information as did individual administration. Besides the economy, it provided an opportunity to observe the individual child's functioning as a member of a peer group, both in relation to it and in conjunction with it. (Author)
Descriptors: Diagnostic Tests, Group Testing, Individual Testing, Intelligence Tests
Comparison of the Peabody Individual Achievement Test and the Wide Range Achievement Test in a Learning Disability Clinic
Peer reviewed Peer reviewed
Wetter, Jack; French, Ronald W. – Psychology in the Schools, 1973
Results of the present study appear to suggest that the PIAT and WRAT may be used interchangeably to assess the achievement levels of learning disabled children. (Author)
Descriptors: Academic Achievement, Achievement, Achievement Tests, Diagnostic Tests
Relationship Between Slosson Intelligence Test and WISC Scores in Special Education Candidates
Peer reviewed Peer reviewed
Lessler, Ken; Galinsky, M. David – Psychology in the Schools, 1971
Descriptors: Evaluation, Individual Testing, Intelligence Tests, Intervention
Technical Characteristics of the Peabody Individual Achievement Test as a Function of Item Arrangement and Basal and Ceiling Rules.
Peer reviewed Peer reviewed
Browning, Robert; And Others – Psychology in the Schools, 1979
Effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the Peabody Individual Achievement Test mathematics and reading recognition subtests were examined. Items on the math and reading recognition subtests were significantly easier or harder than test placements indicated. (Author)
Descriptors: Achievement Tests, Elementary Education, Individual Testing, Item Analysis
The Use of the Developmental Test of Visual-Motor Integration as a Group Screening Instrument
Peer reviewed Peer reviewed
Pryzwansky, Walter B. – Psychology in the Schools, 1977
This article investigates teacher use of the Developmental Test of Visual-Motor Integration (VMI) as a screening instrument with groups of young school-age children. Findings argue for some refinement in the scoring system in order to improve consistency in scoring. (Author)
Descriptors: Group Testing, Individual Testing, Kindergarten Children, Learning Disabilities
Convergent and Discriminant Validity of the Peabody Individual Achievement Test with Educable Mentally Retarded Children
Peer reviewed Peer reviewed
Ysseldyke, James E.; And Others – Psychology in the Schools, 1973
A multitrait-multimethod matrix was used to ascertain the convergent and discriminant validity of the subtests of the Peabody Individual Achievement Test. Correlations among scores earned by educable mentally retarded children on PIAT and WRAT subtests were similar to those reported for retarded adolescents by Sitlington (1970). (Author)
Descriptors: Achievement, Achievement Tests, Educational Research, Exceptional Child Research
Comparison of the WISC-R and the Woodcock-Johnson Tests of Cognitive Ability.
Peer reviewed Peer reviewed
Ysseldyke, James; And Others – Psychology in the Schools, 1981
Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)
Descriptors: Cognitive Measurement, Comparative Analysis, Correlation, Elementary Education