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The most common type of achievement test is a standardized test developed to measure skills and knowledge learned in a given grade level, usually through planned instruction, such as training or classroom instruction. [1] [2] Achievement tests are often contrasted with tests that measure aptitude, a more general and stable cognitive trait.
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is mostly concerned with the public schooling systems of modern industrial societies, including the expansion of higher , further , adult , and continuing education.
National Assessment of Educational Progress (NAEP); State achievement tests are standardized tests.These may be required in American public schools for the schools to receive federal funding, according to the US Public Law 107-110 originally passed as Elementary and Secondary Education Act of 1965, and currently authorized as Every Student Succeeds Act in 2015.
The Prairie State Achievement Exam is used in Illinois, along with the [17] Illinois State Achievement Test. Alabama requires the Stanford Achievement Test Series; and in Texas, the Texas Higher Education Assessment. That state has discontinued its usage of the Texas Assessment of Academic Skills.
The IQ test is the best-known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass ("passing" in this context means being accepted into the school or university rather than an explicit level of ability).
The Stanford Achievement Test Series, the most recent version of which is usually referred to simply as the "Stanford 10" or SAT-10, is a set of standardized achievement tests used by school districts in the United States and in American schools abroad for assessing children from kindergarten through high school. [1]
For example, In English language arts classes, Northrop and Kelly (2018) found that in 8th grade low-track students read less challenging texts than students of similar achievement in grade-level classes, part of a pattern of more skill and strategy instruction and less literature analysis. [47]
The gender achievement gap, measured by standardized test scores, suspensions, and absences, in favor of female students, is larger at worse schools and among lower-income households. So poverty and school quality are partially responsible for the gap.