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Psychometric Effects of Altering the Ceiling Criterion on the Passage Comprehension Test of the Woodcock Reading Mastery Tests-Revised

Auburn University

Gerald Halpin

Auburn University

The Woodcock Reading Mastery Tests-Revised was administered to 59 adolescent subjects. For each subject, the Passage Comprehension test was scored using the ceiling criterion recommended in the test manual (i.e., six consecutive errors ending with the last item on a test page). The Passage Comprehension test was then rescored using three alternate ceiling criteria: (a) five consecutive errors, (b) five errors in six consecutive responses and (c) five errors in seven consecutive responses. With regard to internal consistency reliability, all three scoring methods were found to be equivalent to the scoring method recommended in the test manual. Strong positive correlations were found between raw scores obtained by each of the four scoring methods, and between each group of raw scores and an external measure, full scale intelligence quotient. Statistically significant differences were found between raw score means for each scoring method. Bivariate regression equations were provided so that scores obtained by employing the alternate scoring methods can be adjusted and used to obtain percentile ranks and equivalent scores from the existing WRMT-R norm tables. Two of the alternate scoring methods resulted in a statistically significant reduction in the mean number of test items administered, with no accompanying loss in reliability or validity. Practical applications were provided.

Educational and Psychological Measurement, Vol. 52, No. 2, 467-473 (1992)
DOI: 10.1177/0013164492052002023


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