Steven J. Howard|Stuart Woodcock|John Ehrich|Sahar Bokosmaty
What are standardized literacy and numeracy tests testing? Evidence of the domain?general contributions to students’ standardized educational test performance
University of Wollongong|Macquarie University|Monash University|University of Wollongong
fundamental aim standardized educational assessment achieve reliable discrimination students differing knowledge skills abilities assessed however questions purity tests index students genuine abilities arisen specifically literacy numeracy assessments may also engage unintentionally assessed capacitiesthe current study investigated extent domaingeneral processes working memory wm nonverbal reasoning contribute students standardized test performance pathways exert influenceparticipants 91 grade 2 students recruited five regional metropolitan primary schools australiaparticipants completed measures wm nonverbal reasoning well literacy numeracy subtests national standardized educational assessmentpath analysis raschderived ability estimates residuals domaingeneral cognitive abilities indicated 1 consistent indirect pathway wm literacy numeracy ability nonverbal reasoning 2 direct paths phonological wm literacy ability numeracy ability estimates 3 direct path wm spelling test residualsresults suggest constitution nationwide standardized assessment confounded nontargeted abilities target assessment appears extend beyond effect wm learning generally demands different assessment types methods implications students abilities demonstrate genuine competency assessed areas educational supports provisions provided basis results