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Curriculum Biases in Reading Achievement Tests. Technical Report No. 16.

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Bibliographic Details
Title: Curriculum Biases in Reading Achievement Tests. Technical Report No. 16.
Authors: Jenkins, Joseph R., Pany, Darlene, Illinois Univ., Urbana. Center for the Study of Reading., Bolt, Beranek and Newman, Inc., Cambridge, MA.
Peer Reviewed: N
Page Count: 24
Publication Date: 1976
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Reports - Research
Descriptors: Basic Reading, Beginning Reading, Curriculum Evaluation, Grade 1, Grade 2, Primary Education, Program Evaluation, Reading Materials, Reading Research, Reading Tests, Standardized Tests, Test Bias
Abstract: The extent and direction of curriculum bias in standardized reading achievement tests were examined. Bias was estimated by comparing the relative overlap in the contents of five separate reading achievement tests with the contents of seven commercial reading series at first-grade and second-grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected, given mastery of the words which appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained, both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to teacher, child, and curriclum evaluation, to reading placement, and to applied educational research. (Author)
Entry Date: 1977
Accession Number: ED134938
Database: ERIC
Description
Abstract:The extent and direction of curriculum bias in standardized reading achievement tests were examined. Bias was estimated by comparing the relative overlap in the contents of five separate reading achievement tests with the contents of seven commercial reading series at first-grade and second-grade levels. Overlap between each achievement test and each reading series is reported in terms of achievement test grade equivalent scores that would be expected, given mastery of the words which appear both as content in a reading series and as achievement test items. Results indicate clear discrepancies between the grade equivalent scores obtained, both between tests for a single curriculum and on a single test for different reading curricula. The implications of the apparent curriculum bias of achievement tests are discussed as they relate to teacher, child, and curriclum evaluation, to reading placement, and to applied educational research. (Author)