Stanford Achievement Test-10 (SAT-10)


Used by the Department of Education, the Stanford Achievement Test (SAT-10 not the SAT college admittance test) permits educators to gauge students’ progress in education.  This instrument focuses on making sure students meet requirements by national or state standards.  The instrument was primarily developed to help identify and help children at risk of being left behind.  Students in Kindergarten through Grade 12 are accepted to take the test.  For each grade there is a specific test which is separated into a Reading, Language, and Math section with multiple choice questions, short answer, and extended response.

Author

Harcourt Assessment, Inc., now owned by Pearson PLC

Validity and Reliability

The Stanford-10 is a nationally recognized test and is considered a standard for assessing child education progress.  The Reading section of the SAT-10 received a alpha reliability rating of .87, the Math section .80-.87, and the language section .78-.84.  For 80 years the test has been administered and is the tool used for meeting the No Child Left Behind Act and national and state standards in academics.

Where to Purchase

Pearson Assessments

Mari Inc.

Administration, Analysis and Reporting

Statistics Solutions consists of a team of professional methodologists and statisticians that can assist the student or professional researcher in administering the survey instrument, collecting the data, conducting the analyses and explaining the results.

For additional information on these services, click here.

References

American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME). (1999). Standards for educational and psychological testing. Washington, D. C.: AERA.

Feuer, M. J., Towne, L., & Shavlelson, R. J. (2002). Scientific culture and educational research. Educational Research, 31(8), 4–14.

Linn, R., Baker, E. L., Betebenner, D.W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31(6), 3–16.

Mehrens, W. A. (1993). Issues and recommendations regarding implementation of high school graduation tests. Oak Brook, IL: North Central Regional Laboratory. View


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