The differential validity of standardized achievement tests for special educational placement purposes: Results and implications of a Zimbabwean study

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Abstract

The study investigated the validity of three standardized achievement tests (BAS; Burt; WRAT-R) for special educational purposes for a sample of Zimbabwe school pupils (N=73) referred for learning difficulties. A means comparison analysis of variance procedure (Hull and Nie, 1984) was used to determine differences in achievement by selected demographic variables whilst controlling for intellectual ability levels. Significant curriculum bias effects on achievement were obtained for the Burt word reading test and the WRAT-R spelling test. Type of school effects were also observed for the BAS and WRAT-R reading tests as well as the WRAT-R spelling test. The findings are discussed with reference to considerations for the use of standardized achievement test for special educational placement purposes. Suggestions for further research are given.

Original languageEnglish
Pages (from-to)81-92
Number of pages12
JournalSchool Psychology International
Volume17
Issue number1
DOIs
Publication statusPublished - Feb 1996
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Psychiatry and Mental Health

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