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Appendix C. Item B.1b(1). Response: Pearson conducted a number of studies to test the reliability of the BASI including Cronbachs alpha coefficients to calculate internal consistency, a test-retest study, and a test to investigate alternate-forms reliability. Because of page limitations, only the test-retest study will be discussed here. Test-retest reliability coefficients indicate stability of scores obtained when the same people are tested more than once over a period of time. The BASI was examined using samples of students who were administered the test twice over a period of two weeks. Please see below for test results (Appendix C Item B.1b(2)). Appendix C. Item B.1b(2). Response: The results of the test-retest reliability study were very positive. All test-retest coefficients were statistically significant. Of the 27 test-retest coefficients, 24 were .70 or greater and 20 were .80 or greater. These reliability values serve as an indication of stability of BASI scores over time. A trend towards small gains in mean scores did appear. However, this was expected due to practice effects. Please see Table 5.7 (below) for a sample chart of BASI Level 2 test data.
Appendix C. Item B.1c(1). Response: A total of 2,439 students in grades 3-12 were administered the BASI during test standardization. An additional 2,130 students participated later that year. Testing areas were chosen based on the 2000 US Census in order to provide a fair representation of demographic variables. Students who were found to be members of the various subgroups were given weighted scores exactly proportionate to the US population. Weights were calculated by dividing the percentage of the individuals subgroup in the population by the percentage for that subgroup in the BASI standardization sample. As a result, each student in the sample contributed to the final sample proportionally. During standardization, each test administration was conducted with the same/similar testing environment and procedures. All answer sheets were carefully inspected and scored to ensure accuracy. During the standardization of the BASI, the six subtests were administered in the same order as they appear in the test booklet. The order is: Vocabulary, Spelling, Language Mechanics, Reading Comprehension, Math Computation, Math Application. This was the procedure for standardization at every administration for each grade level. Raw scores are given to students who take the BASI for the number of questions answered correctly. The raw score is then converted into the standard score. Each BASI subtest is normed at grade level. Appendix C. Item B.1c(2). Response: The BASI is designed to represent the general population of students at the same grade level of the examinee.
Results are either hand scored or scored with a computer to produce a students raw score. The raw score is transformed into a standard score with a mean of 100 and a standard deviation of 15. This is a common metric for many achievement and intelligence tests. Appendix C. Item B.1c(3). Response: Score transformations for the grade level and age equivalent were determined using an anchor test design. The anchor test used was the BASI survey, where groups of students at each grade level were administered the BASI survey and comprehensive versions of the test. Age equivalent and grade level scores were based on these data. C. Assessing Students Requiring Special Accommodations
The BASI recognizes that students may need to take the assessment with accommodations in order to allow their test results to accurately reflect their level of achievement. BASI does not have standard procedures for testing accommodations. However, the test can easily be administered according to each organizations testing accommodation policies. Babbage Net School hires tutors and field managers who are bilingual. These individuals are always on hand to proctor the BASI for students who are English Language learners. During testing administration, the proctors will assist students with basic language comprehension if necessary.