Author

Josina Elbert

Author Credentials

Sister Josina Elbert, F.C.S.P.

Date of Award

1-1-1966

Document Type

Thesis

Superseded Degree Name

Master of Arts in Education (Reading Specialist)

Colleges & School

Cardinal Stritch College

Degree Granted By

Cardinal Stritch College

First Advisor

Sister Joanne Marie Kliebhan, O.S.F.

Library of Congress Subject Heading

Readiness for school--Testing; Examinations--Design and construction

Abstract

Apparent to all school personnel today is the inability of many pupils in the elementary and high schools--and even in the college--to master graded subject material. The recognition of such a problem is reflected in the many remedial programs now being used, particularly in reading. Emphasis is now being placed on prevention instead of correction; and, consequently, such attention is being directed to the primary grades to locate the difficulty. Recognition of need for a contemporary measure of school readiness has prompted the development of this study. The test with its new format, contemporary terms, and more inclusive approach has been designed to meet the needs of the mid-twentieth century kindergarten and first grade child. To construct a test similar in design and purpose to those already available would be merely a duplication of effort. It is the purpose of this study to demonstrate the effectiveness of the Contemporary School Readiness Test as a measure of school readiness at this period of educational history. In the development of such a test, the accepted criteria for tests of pre-school children have been recognized. Such a list was developed by Stutsman in his treatment of the problem in Mental Measurement of Pre-School Children. Since readiness tests are similar in design and purpose to mental tests, Stutsman's criteria should serve as an adequate guide to the development of readiness tests: a. The test material should have an inherent interest for the child. b. A large variety of activities and abilities should be tested with low inter-correlations between the tests. c. There should be variations in difficulty of the test items to such an extent that the dullest child can pass the easiest one and the brightest child will fail the most difficult. d. Simplicity of material is an asset. e. Tests should be easy to administer. f. The method of scoring should be objective, eliminating subjective judgment as far as possible. g. The test items should show a marked differentiation between the groups with different capacities. h. The score received on the tests should show a high correlation with a criterion test given some time after administration of the aptitude test. i. The selection of cases should be as near a sampling of the whole community as possible. j. The final test must be easy to score. The writer has applied these criteria to the construction of the test which forms the subject of this study.

Rights

Open Access

OCLC Number

852150626

Is this full-text open access?

1

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Education Commons

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