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THE EFFECT OF PRACTICE ON PERFORMANCE IN A READING ATTAINMENT TEST
Author(s) -
NETLEY C.,
RACHMAN S.,
TURNER R. K.
Publication year - 1965
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1965.tb01781.x
Subject(s) - psychology , test (biology) , reading (process) , practice effect , educational attainment , reliability (semiconductor) , developmental psychology , cognitive psychology , linguistics , philosophy , political science , paleontology , biology , power (physics) , physics , quantum mechanics , law
S ummary . Although it is highly desirable that educational progress should be assessed by means of standardised attainment tests, this procedure often encounters difficulties. The artificial inflation of re‐test results by practice effects is a particularly awkward problem. The present study was designed to measure the extent of this effect on parallel forms of a recently developed attainment test, namely the Neale Analysis of Reading Ability. It was found that this Test is of high reliability and is insensitive to practice effects.