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Stanford Achievement Test





Test Name: Stanford Achievement Test
Publisher: The Psychological Corporation
Publication Date: 1988
Test Type: Multiple Choice Achievement
Content: Comprehensive Academic Areas
Language: English
Target Population: Native Speaker of English
Grade Level: 1, 2, ,3, 4, 5, 6, 7, 8, 9
Administration Time: over 90 minutes
Standardized: Yes
Purpose: Proficiency; Progress

Abstract:
The Stanford Achievement Test Series is a standardized battery of tests designed to measure school achievement from Kindergarten through Grade 12. The 13 test levels are divided into three groups: the Stanford Early School Achievement Test (SESAT) for students in kindergarten and first half of the first grade, the Stanford Achievement Test which extends from the second half of first grade through ninth grade, and the Stanford Test of Academic Skills (TASK) for grades 9-12 as well as beginning college students. The SESAT has sections that test the ability to read words and comprehend brief test passages, understand numbers and use them to do simple arithmetic, select correctly spelled words from several distractors, identify grammatical sentence components, demonstrate basic cultural knowledge, and listen effectively. Most items have three response options, and ten sittings are required to administer all of the subtests with sittings ranging from 25-45 minutes. The Stanford Achievement Test adds the content areas of science and social studies as well as an emphasis on research and study skills. If all sections are administered, twelve sittings ranging from 20-55 minutes are required. At this level, most items have four response options. The TASK level focuses on reading, grammar, math, science, social studies, study skills, and the ability to use information and think critically. The Pretest Workshop Kit is designed to help the test administrator conduct a teacher-training workshop, and the Norms Booklet, which is not a part of the EAC East collection, provides information on test development, reliability, validity, and a set of norms against which test scores may be compared when administrators choose to score tests in-house rather than returning them to the publisher. Tests may be scored by hand or by machine.


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