In the fall of 1966, the School Mathematics Study Group embarked upon a four-year longitudinal study of mathematical learning in the primary grades, the Elementary Mathematics Project (ELMA). The primary purpose of the study was to assess children's progress in learning particular mathematical ideas during the beginning school years. This volume…

A summary of the results of language arts and mathematics achievement tests that were administered to approximately 20,000 third and sixth grade students in Department of Defense Dependent Schools, this report provides a description of the testing objectives, assessment procedures, and achievement standards for the project and offers a brief…

This booklet contains the graphs of mean cumulative and achievement scores, as well as a grade level analysis, for all grade schools in Charles County, Maryland during the 1973-1974 academic year. (Author/BJG)

Two hundred-sixteen fifth- and sixth-graders were dichotomized on attitude toward school (positive or negative) and randomly assigned to three conditions in which they were instructed that they were about to take either an Intelligence, Achievement, or a Routine test. Results of analysis of variance on Kuhlmann-Anderson scores revealed significant…

The purposes of the present investigation was to factor analyze the results of the administration of the Purdue Elementary Problem Solving Inventory to 361 second-graders. The Inventory was designed to assess twelve distinct skills involved in human problem solving. Tetrachoric intercorrelations were generated from the item scores and a principal…

The problem lies more in the proper use of standardized tests in decision-making than in the tests themselves. (Author)

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)

Longitudinal case studies of seven teachers in grades three, four, and five were conducted to determine teachers' use of curriculum-embedded tests in elementary mathematics instruction. Results indicated that among the three ways tests are used (student placement, content decisions, and student evaluation), student placement provided the most…

Before and after taking math and spelling tests, a group of 165 students (grades five through six) were given questionnaires which assessed actual performance, subjective ratings of success or failure, and performance expectations for future tests. Boys were more likely than girls to attribute math success to ability, but not failure to lack of…

Twelve teachers estimated achievement test performance, basic intellectual ability, and academic motivation of each of their pupils. Standardized reading achievement and intelligence tests were administered to the pupils. Analyses revealed a high level of accuracy for achievement judgments when assessed against test scores. Pupil gender did not…

It is generally recognized that the home background of students is important for their achievement and progress through school, but obtaining accurate information is becoming increasingly difficult. School-level indicators of socioeconomic status, although coarse, may consist of more than the sum of family backgrounds of students attending the…

The ABC Accountability Plan in North Carolina elementary and middle schools focuses primarily on the average growth shown by groups of students on end-of-grade reading and mathematics tests. Average test results for a group of students at the end of a year are compared to scores for the same students at the end of the prior year. Two levels of…

Ninety teachers in grades three through six were asked to judge the likelihood of their students' passing Ohio's Fourth or Sixth Grade Proficiency Tests. Judgment ratings consisted of "likely to pass,""uncertain to pass," or "unlikely to pass." These ratings were collected in January 1998, 3 months prior to the…

The kind of data base required for diagnostic-prescriptive instruction may be supplied by individual skills profile sheets of any standardized test. Discusses design and operation of a diagnostic-prescriptive program in an elementary school in rural South Carolina, designed because of wide differences in performance among students at all…