Relevant bibliographies by topics / Iowa Tests of Basic Skills

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Academic literature on the topic 'Iowa Tests of Basic Skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Iowa Tests of Basic Skills"

1

Stevens, Joseph J. "Confirmatory factor analysis of the Iowa tests of basic skills." Structural Equation Modeling: A Multidisciplinary Journal 2, no. 3 (1995): 214–31. http://dx.doi.org/10.1080/10705519509540010.

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2

Duran, Ricardo, and Stephen Powers. "Reliabilities of the Iowa Tests of Basic Skills for Hispanic- and Anglo-American Students." Psychological Reports 73, no. 1 (1993): 64–66. http://dx.doi.org/10.2466/pr0.1993.73.1.64.

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Cronbach alpha reliabilities were computed separately for 425 Hispanic-American and Anglo-American students in Grades 3 to 6 on the Iowa Tests of Basic Skills Reading Comprehension and Vocabulary subtests. Anglo-American students' scores showed significantly higher reliabilities than Hispanic-American students' scores in Grades 4 and 5.
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Estes, Robert E., Douglas L. Baum, and Nanci M. Bray. "Standard and Modified Administrations of the Iowa Tests of Basic Skills with Learning Disabled Students." Perceptual and Motor Skills 62, no. 2 (1986): 619–25. http://dx.doi.org/10.2466/pms.1986.62.2.619.

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The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.
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4

Shriner, James, and John Salvia. "Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests." Exceptional Children 55, no. 3 (1988): 240–48. http://dx.doi.org/10.1177/001440298805500306.

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The content match of two elementary mathematics curricula (Distar Arithmetic and Scott Foresman Mathematics) and two arithmetic tests (KeyMath and the Iowa Tests of Basic Skills) was examined for Grades I through 3. Correspondence was assessed for content (material and operation) as well as the types of learning that were required of the student (i.e., knowledge, computation, comprehension, application). Eighty-one of the 90 comparisons were significant at the .001 level. Thus, a consistent lack of content correspondence was found among curricula and tests at all levels.
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5

Beer, John. "Relationship of Divorce to Self-Concept, Self-Esteem, and Grade Point Average of Fifth and Sixth Grade School Children." Psychological Reports 65, no. 3_suppl2 (1989): 1379–83. http://dx.doi.org/10.2466/pr0.1989.65.3f.1379.

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61 children (33 in Grade 5 and 28 in Grade 6) participated and were administered the Piers-Harris Self-concept Test, the Coopersmith Self-esteem Inventory—School Form, and the Children's Depression Inventory. At the end of the school year grade point averages (GPAs; 12-point scale) were calculated and Iowa Tests of Basic Skills were taken from their transcripts. Among the 58, 21 children were from divorced homes (10 girls and 11 boys) and 37 were from nondivorced homes (21 girls and 16 boys). Other subjects' data were not used because some data were missing. Children from divorced homes scored significantly lower on the self-concept test, self-esteem tests, and GPAs than children from nondivorced homes, although both scores would be considered average. Girls had significantly higher GPAs than boys. Children from divorced homes scored significantly higher on the Children's Depression Inventory than children from nondivorced homes, but there were no significant effects for the composite score from the Iowa Tests of Basic Skills for marital status of parents. Present results agree with prior observations that divorce has negative effects upon the children involved.
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6

Canivez, Gary L. "Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills." Psychology in the Schools 37, no. 2 (2000): 107–13. http://dx.doi.org/10.1002/(sici)1520-6807(200003)37:2<107::aid-pits2>3.0.co;2-9.

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7

Meisels, Samuel J. "Impact of Instructional Assessment on Elementary Children's Achievement." education policy analysis archives 11 (February 28, 2003): 9. http://dx.doi.org/10.14507/epaa.v11n9.2003.

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This study examined the trajectory of change in scores on the Iowa Tests of Basic Skills (ITBS) of low-income, urban, third and fourth graders who had been enrolled in classrooms where the Work Sampling System (WSS), a curriculum-embedded performance assessment, was used for at least three years. The ITBS scores of children exposed to WSS were compared with those of students in a group of non-WSS contrast schools that were matched by race, income, mobility, school size, and number of parents in the home and to a comparison group of all other students in the school district.
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8

Sweeney, Nancy Symmes. "The Age Position Effect: School Entrance Age, Giftedness, and Underachievement." Journal for the Education of the Gifted 18, no. 2 (1995): 171–88. http://dx.doi.org/10.1177/016235329501800205.

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This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike &amp; Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, &amp; Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.
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9

McCormick, Christine E., Sue B. Stoner, and Scott Duncan. "Kindergarten Predictors of First-Grade Reading Achievement: A Regular Classroom Sample." Psychological Reports 74, no. 2 (1994): 403–7. http://dx.doi.org/10.2466/pr0.1994.74.2.403.

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Routinely collected measures for 38 children in the kindergarten program in a middle-class school in a small midwestern city were analyzed as predictors of first-grade reading achievement on the Iowa Tests of Basic Skills and of first-grade performance on the Cognitive Abilities Test. Correlations among all variables are given. Stepwise multiple regression analyses predicting the first-grade variables showed that consonant-sound-identification was the best predictor of first-grade reading achievement and that the Peabody Picture Vocabulary Test—Revised was the best predictor of cognitive ability. A second multiple regression analysis examined the contribution of each kindergarten variable to first-grade reading and cognitive scores. Analysis indicated that these children entered kindergarten with highly developed early reading skills which facilitated success with systematic reading instruction.
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10

Stone, Brian J. "Group Ability Test versus Teachers' Ratings for Predicting Achievement." Psychological Reports 75, no. 3_suppl (1994): 1487–90. http://dx.doi.org/10.2466/pr0.1994.75.3f.1487.

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Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60 Hispanic, and 221 Caucasian). Multiple regression analyses showed the relationship between scores on the Cognitive Abilities Test and achievement was equivalent for all groups; however, teachers' ratings showed bias against Caucasian and Asian-American students by underpredicting their achievement scores.
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