| Abstract: | The validity of most psychological and educational tests is established using correlational procedures examining the linear relationship between performance on the two instruments. Concurrent validity developed in this manner is commonly viewed as verification of the acceptability of a test. Few studies exist examining the degree to which test performance covaries with real-life performance appraisals. This study examined the concurrent validity of the WRAT-R and the K-TEA with teacher estimates of actual classroom levels of performance in reading and mathematics. Participants were 134 third and fourth graders enrolled in a regular education setting. In addition, this study compared the test performance of average students on two widely used standardized educational achievement tests in order to determine whether the tests yielded significantly different performance estimates relative to grade level functioning. |
