考试(生物学)
成就测验
心理学
学习障碍
算术
学业成绩
学习障碍
发展心理学
数学教育
数学
作者
Robert E. Estes,Jane E. Hallock,Nanci M. Bray
标识
DOI:10.2466/pms.1985.61.3.711
摘要
Four measures of arithmetic skills were evaluated for 69 learning disabled students (58 boys, 11 girls; 6 to 14 yr. old). These measures were the arithmetic subtests of the Wide Range Achievement Test and Peabody Individual Achievement test, the Key Math, and teachers' ratings. Partial correlations were high, indicating substantial content validity. Mean grade placement scores were generally equivalent for Key Math and teachers' ratings. The Peabody Individual Achievement Test produced significantly higher while the Wide Range Achievement Test resulted in significantly lower grade-placement scores than the other two measures.
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