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DETECTING IMPACTS OF CURRICULAR DIFFERENCES IN ACHIEVEMENT TEST DATA
Ist Teil von
Journal of educational measurement, 1986-09, Vol.23 (3), p.185-196
Ort / Verlag
Oxford, UK: Blackwell Publishing Ltd
Erscheinungsjahr
1986
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
Standardized tests are designed to measure broad goals. But many professionals have been concerned with the lack of fairly specific matches between items (or objectives) on a test and the curriculum (instruction). This study assessed the differences in standardized test scores resulting from curricular differences in two school systems. The degree of curriculum-test match for reading and math in grades 3 and 6 was based on ratings of that match by qualified district personnel. Further, results of using different textbook series were analyzed. The dependent variables of test and subtest scores were analyzed using a two-factor MANCOVA where textbook series and school personnel ratings were the two factors, and pretest scores and percent eligible for Aid to Families with Dependent Children (AFDC) were the covariates. None of the multivariate F tests were significant at the .05 level. It was concluded that neither the curricular match as judged by district personnel or the textbook series used had a significant impact on standardized test scores.