共查询到20条相似文献，搜索用时 62 毫秒
1.
School readiness has been measured in many ways; chronological age, sex, and developmental age all have been used, with varying success, to predict young children's readiness for school. One hundred and fifty-two children were classified by birthdate and sex, and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. The Gesell measures were sensitive to the different birthdate groups; however, these differences diminished as the children aged. There were no significant differences between birthdate groups on the Stanford Achievement Test. Females scored higher than males on the GSRT at the end of kindergarten, but no interactions between birthdate and sex were found. Implications of the varying ways to determine school readiness are discussed. 相似文献
2.
The purpose of this study was to identify developmental, social skill, and problem behavior sub-domains that best predict academic achievement and grade promotion or retention in the early school years. Subjects were 184 children tested at the end of kindergarten using the Early Prevention of School Failure screening package and the Social Skills Rating Scale, and a year later using the Stanford Achievement Test. Information on promotion or retention was gathered in late spring for the two school years. Four kindergarten screening areas figured prominently in predicting first grade academic success: receptive language, visual memory, cooperation, and self-control. In addition, social skill subscales played significant roles in predicting promotion and retention. The findings suggest that assessment of social skills should be included in kindergarten screening packages with the possibility of targeting deficits for early intervention. © 1997 John Wiley & Sons, Inc. 相似文献
3.
The ability of a battery of kindergarten screening measures to predict educationally relevant criteria was investigated. Subtest scores on The Vane Test of Language and The Vane Kindergarten Test administered at the beginning of kindergarten were examined and compared to the Metropolitan Achievement Test scores in reading and math, The Otis-Lennon School Ability Test index, and placement into special education or high achievement programs at the end of second grade. A weighted combination of subtests accurately predicted 77% of the children classified as special education students. The same battery also predicted 73% of the children who were classified as high-achieving students. 相似文献
4.
The relationship between early school retention as a result of preschool and kindergarten developmental testing and children's later academic achievement was examined. Two hundred twenty-three children were coded as Traditional, Overplaced, or “Buy a Year,” depending on their scores on the Gesell Screening Test and their subsequent school placement. Their performances on the full Gesell Developmental Test, 3rd grade New York State PEP Tests in reading and math, and the Stanford Achievement Test (SAT) were compared. Those children who scored as immature on the Gesell Screening Test and who were retained a year according to the Gesell Developmental Placement Program had the lowest scores on all measures, even though they were almost a year older than the other two groups of children at the time of the PEP and SAT testing. 相似文献
5.
Phillip C. Ferguson 《Psychology in the schools》1991,28(2):139-146
This study investigates the outcomes from a transitional first-grade school readiness program (SRP). SRP-placed and nonplaced SRP-recommended students advanced directly into first-grade samples were equated on sex, chronological age at entrance to kindergarten, Gesell School Readiness Test scores, and a developmental delay statistic. The role of teacher-rated student social, problematic, behavioral, motivation, success, self-esteem, classroom participation, and engagement domains, as well as selected demographic background variables, were examined along with standardized achievement outcomes. Referral and placement rate profiles support educational services of special education, remedial reading, Chapter 1, social skills, and counseling services across the two samples. Parent surveys examined the role of parental level of education, attitudes, and other contextual factors. Controlled analyses note nonsignificant academic outcome differences between SRP-placed and controlled nonplaced samples. Students recommended for SRP placement yet not placed did not exhibit significant second-grade differences compared with the year-older SRP-placed students across achievement, related services, parental factors, or teacher rating outcomes. 相似文献
6.
本文介绍了斯坦福(Stanford)考试系列在美国中小学教育中的发展和应用。着重阐述了三个考试即斯坦福成就考试、斯坦福阅读和数学诊断考试及斯坦福英语水平考试的各自内容,相关的技术和设计原理。 相似文献
7.
Virginia M. Silliphant 《Psychology in the schools》1983,20(3):289-294
Performance of kindergarten children on reasoning (Piaget tasks of logical thinking), visual-motor integration, and verbal development was related to achievement scores in kindergarten, second grade, and third grade. Subjects were 52 children in the kindergarten classes of a middle-class, suburban/rural school. Reasoning and visual-motor integration were related to achievement on the Metropolitan Achievement Test at the end of kindergarten. For the 43 children remaining in second grade, there was a relationship between reasoning in kindergarten and achievement on the Reading and Math Concepts sections of the Iowa Test of Basic Skills. For the 38 children remaining in third grade, kindergarten reasoning was related to total and Vocabulary scores of the California Achievement Test. Kindergarten visual-motor integration and verbal development were not related to achievement test performance at the end of the second and third grade for these subjects. Early intervention programs that encourage the development of thinking and match the child's reasoning to his academic tasks may stimulate both reasoning and achievement. 相似文献
8.
The purpose in this study was to examine predictive relationships between the Slingerland Pre- Reading Screening Procedures and performance on measures of word recognition and reading comprehension. Longitudinal data were collected on 104 children administered the Slingerland Procedures in kindergarten and the Stanford Achievement Test at first, third, and fifth grades. Outcome measures included achievement subtests, Word Study Skills, Reading Comprehension, Reading and Listening Total. Significant relationships were found between Slingerland measures and reading outcomes. However, prediction varied across grades and according to the measure of reading used. Listening contributed to reading comprehension but not to word recognition, and visual skills influenced early but not later reading performance. Gender and socioeconomic status influenced the strength of associations. 相似文献
9.
The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Little prior research has focused on predictors of socio-behavioral kindergarten outcomes using longitudinal research designs. Further, few studies have examined kindergarten transition using samples of children both with and without disabilities. The goal of the current study was to explore predictors of socio-behavioral kindergarten outcomes in children with and without developmental disabilities over time. Data collection involved parent, preschool teacher, and kindergarten teacher reports of child behavior and involvement in kindergarten transition practices across three time points during transition. Results of hierarchical linear regression analyses demonstrated that preschool child behavioral variables (i.e., adaptive and problem behavior) were stronger predictors of kindergarten outcomes relative to caregiver concerns and involvement in transition preparation. Best practices in kindergarten transition programming for children with and without disabilities are discussed. 相似文献
10.
《Contemporary educational psychology》1988,13(1):1-14
The utility of kindergarten screening measures in predicting first grade achievement was examined for 246 children classified as Anglo-American-English as home language (AA-E), Mexican-American-English as home language (MA-E), and Mexican-American-Spanish as home language (MA-S). All children were administered the Boehm Test of Basic Concepts, Draw-A-Design and Draw-A-Child subtests of the McCarthy Scales of Children's Abilities, and a Criterion Referenced Test at the beginning of kindergarten and at the end of kindergarten. The SRA Achievement Series was then administered during first grade. Stepwise multiple regression analyses were conducted for each group of children employing each set of kindergarten measures as predictors. All resulting equations were significant (p < .001) and revealed differential predictive power of the kindergarten measures as a function of ethnicity and home language, content of the criterion measures, and time of assessment. The Criterion Referenced Test was found to be a significant predictor of first-grade reading scores and the Draw-A-Design subtest emerged as a significant predictor of first-grade math achievement for the MA-S children, whereas the Boehm consistently emerged as a significant predictor and accounted for substantially more variance in first-grade reading and math scores for the AA-E and MA-E children. For all three groups, beginning kindergarten measures accounted for more variance in first-grade achievement than end of kindergarten measures. The importance of utilizing language measures, as well as predictive validity techniques, was discussed in relation to future cross-cultural research. 相似文献
11.
Concerns about the effect of school entrance age have generally focused on academic achievement. The effect of school entrance age on the social acceptance and self-perceptions of kindergarten and 1st-grade students was examined in two studies. In Study 1, the social acceptance and competence of 476 children was assessed in kindergarten and first grade through peer nominations and ratings, teacher ratings, and report card grades. In Study 2, a subgroup of 116 students was interviewed in kindergarten and first grade to assess their perceptions of their school adjustment, loneliness at school, cognitive and physical competence, and peer and maternal acceptance. Few differences were found related to school entrance age. Teachers' ratings and peer nominations generally described initial social problems for the youngest children which were overcome by first grade. There were no differences in self-reported school adjustment, loneliness, perceptions of competence, or acceptance related to school entry age. 相似文献
12.
Assessment currently plays a critical role in American schools and society, in tasks ranging from ranking schools' effectiveness, to determining individual placement, to planning instruction. The purpose of the study was to gather data about the formal and informal assessment instruments and processes used by professionals in deaf education. Respondents indicated that statewide annual assessments are the most frequently used measures, followed by the Stanford Achievement Test series and the Woodcock-Johnson III Test of Achievement. Commonly used assessment instruments and procedures for each academic area are reported in rank order. Issues about current practices are raised, and suggestions for additional research related to assessment practices in deaf education are provided. 相似文献
13.
Donald E. Riechard 《科学教学研究杂志》1973,10(1):39-50
Two basic questions were investigated. (1) Do beginning kindergarten children from three different community settings (inner-urban, outer-urban, and rural-farm) vary significantly in performance on a Life-Science Concept Acquisition Test (L-SCAT)? (2) What independent variables are the most useful predictors of performance on the L-SCAT? The L-SCAT was developed by the investigator. It was administered to seventeen subjects from each of the three community settings (N = 51). Among the results were the following: (1) there were significant differences (p < .05) among the scores made by the subjects; (2) a major source of significance was between outer-urban and inner-urban subjects' mean scores; (3) when all physical, mental, and sociocultural variables were used as predictors, a subject's I.Q. and his chronological age were the most useful predictors of L-SCAT performance; and (4) when sociocultural variables alone were used as predictors, the number of years education of a subject's mother was the most useful predictor of L-SCAT performance. 相似文献
14.
Janice M. Keenan Rebecca S. Betjemann Richard K. Olson 《Scientific Studies of Reading》2013,17(3):281-300
Comprehension tests are often used interchangeably, suggesting an implicit assumption that they are all measuring the same thing. We examine the validity of this assumption by comparing some of the most popular reading comprehension measures used in research and clinical practice in the United States: the Gray Oral Reading Test (GORT), the two assessments (retellings and comprehension questions) from the Qualitative Reading Inventory (QRI), the Woodcock–Johnson Passage Comprehension subtest (WJPC), and the Reading Comprehension test from the Peabody Individual Achievement Test (PIAT). Modest intercorrelations among the tests suggested that they were measuring different skills. Regression analyses showed that decoding, not listening comprehension, accounts for most of the variance in both the PIAT and the WJPC; the reverse holds for the GORT and both QRI measures. Large developmental differences in what the tests measure were found for the PIAT and the WJPC, but not the other tests, both when development was measured by chronological age and by word reading ability. We discuss the serious implications for research and clinical practice of having different comprehension tests measure different skills and of having the same test assess different skills depending on developmental level. 相似文献
15.
Traxler CB 《Journal of deaf studies and deaf education》2000,5(4):337-348
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts. The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population. A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards. Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students? 相似文献
16.
The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students. 相似文献
17.
Pete Goldschmidt Jose Felipe Martinez David Niemi Eva L. Baker 《Educational Assessment》2013,18(3-4):239-266
In this article we examine empirical evidence on the criterion, predictive, transfer, and fairness aspects of validity of a large-scale language arts performance assessment, referred to as the Performance Assignment (PA). We use multilevel models to avoid biased inferences that might result from the naturally nested data. Specifically, we examine the relationships of the assessment with the Stanford Achievement Test, 9th Edition and the California High School Exit Examination. The results indicate that the measures are related, that students demonstrate a degree of transfer, and that the language arts PA is relatively more fair than comparison assessments. The results are robust to various model specifications and demonstrate that benefits do not accrue to all students equally. 相似文献
18.
Ninety-four second- and third-graders from a suburban New Jersey school who had taken the Boehm Test of Basic Concepts as kindergarteners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area as tested by the Stanford were then correlated with the Boehm Test scores. The resulting coefficients indicated a strong association between deficiencies in early concept mastery as measured by the Boehm Test of Basic Concepts and academic achievement in the second and third grades. These results therefore support the use of the Boehm Test of Basic Concepts as an early predictor of school achievement. 相似文献
19.
First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment effect. 相似文献
20.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献