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Retest Effects on Standardized Structure-of-Intellect Ability Measures for a Sample of Elementary School Children

University of California, Los Angeles

William B. Michael

University of Southern California

Dennis Hocevar

University of Southern California

Valarie Maxwell

Science Institute, El Segundo, California

Within the context of a battery of 26 multifactor aptitude tests entitled the Structure of Intellect Learning Abilities Test and developed from the structure-of-intellect conceptual framework, the major purpose of this study was to examine for a sample of more than 2,000 elementary school children the nature and degree of relationship of retest effects from a first testing (pretest) to a second testing (posttest) two to four weeks later to (a) grade level (age), (b) gender, (c) general ability level, and (d) use of an identical or parallel form on the posttest in relation to the pretest. The gain scores in standard score form on the 26 SOI-LA subtests constituted the 26 dependent variables.

A four-way univariate analysis of variance (ANOVA) on unique effects (i.e., a simultaneous solution) was conducted. Results suggested the following conclusions. Younger children tended to show greater mean gain scores than older children. Gender appears to be unrelated to score changes upon retesting. Greater mean gain scores were evident for low ability children than for high ability children. Greater score gains may be expected on ability measures when the posttest is the same test form as the pretest than when the posttest is a parallel test form.

Educational and Psychological Measurement, Vol. 50, No. 3, 475-492 (1990)
DOI: 10.1177/0013164490503002


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