Elementary/Middle School Reading Comprehension vs. High School Mathematics: Two Different Approaches to CRT Development.

This paper details the development of the high school general mathematics examination and reading comprehension tests for grades one through eight for the curriculum referenced testing program in Charleston County School District, South Carolina. While the basic developmental approach was similar, problems encountered in developing the two types of tests were unique and inspired different strategies to accommodate the differences in the curricula. Begun in 1983 development of the ninth grade mathematics examination involved identifying objectives and writing item specifications, followed by four cycles of item writing, test production, and pilot-testing. Curriculum changes by the North Office in 1983 necessitated recalibrating 468 items. After pilot testing a second set of test forms in 1984, a consulting firm recalibrated the item bank, created four test forms and projected student performance. The first official examination administration was postponed until 1986 and the 1985 administration became a field test. The examination will account for 50 percent of the final course grade. The test development process goal for reading comprehension was to generate formative and summative tests to assess curricular objectives for grades one through eight. Outside consultants assisted in identifying reading comprehension objectives due to the different organization of existing elementary and middle school objectives. Outside contractors were also used to develop test specifications and to train district teachers in writing the test items. Item review and revision by district staff took longer than anticipated, so a language arts content expert completed the item review and prepared the 60 pilot test forms. Pilot testing was postponed until the spring of 1986. (BS)