School Achievement Test: normative data for a representative sample of elementary school children

AUTOR(ES)

Oliveira-Ferreira, Fernanda, Costa, Danielle Souza, Micheli, Letícia Rettore, Oliveira, Livia de Fátima Sílvia, Pinheiro-Chagas, Pedro, Haase, Vitor Geraldi

FONTE

Psychol. Neurosci.

DATA DE PUBLICAÇÃO

2012-12

RESUMO

The present study established norms for the spelling and arithmetic subtests of the School Achievement Test (Teste do Desempenho Escolar [TDE]) in two Brazilian cities located in the state of Minas Gerais and compared the results with those obtained from the original normative sample. A stratified proportional sample of 1,034 students from Belo Horizonte and Mariana, from the 1st to 6th grades, was selected. The participants were assessed by the spelling and arithmetic subtests of the TDE. Significant differences were found between the results from Minas Gerais and Rio Grande do Sul, with moderate to high effect sizes. Significant differences were found in percentiles and classification parameters. The educational performance of the children from Minas Gerais was generally classified as less than expected (i.e., inferior) when the original norms were used as a classification parameter. Considering the high variability of educational data in different Brazilian regions, using norms for educational assessment based on only one Brazilian region is inappropriate.

Documentos Relacionados

• Color Trails Test: a Brazilian normative sample
• MoCA Test: normative and diagnostic accuracy data for seniors with heterogeneous educational levels in Brazil
• The Rey Auditory Verbal Learning Test: normative data for the Brazilian population and analysis of the influence of demographic variables
• The Rey Auditory Verbal Learning Test: normative data for the Arabic-speaking population and analysis of the differential influence of demographic variables
• The Relationship of Behavior to Adjustment in a Representative Sample of Children