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Effects of Testing Conditions on Piaget Matrices and Order of Appearance Problems: A Study of Competence versus Performance

Jerry S. Carlson and Ronna Dillon
Journal of Educational Measurement
Vol. 16, No. 1 (Spring, 1979), pp. 19-26
Stable URL: http://www.jstor.org/stable/1433637
Page Count: 8
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Effects of Testing Conditions on Piaget Matrices and Order of Appearance Problems: A Study of Competence versus Performance
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Abstract

Matrices and Order of Appearance subtests of a standardized Piaget-derived test battery were administered to 46 second-grade children. Two conditions of test administration were employed: the standardized and one involving dialogue between the child and the examiner. After a three-week interval all tests were repeated under standardized procedures. Main effect differences for testing condition and time of testing were found, with highest performance under nonstandard testing conditions and on the second testing. Scores obtained under both testing conditions and at both times were correlated with standardized measures of math and reading achievement and teacher judgments of math and reading potential and actual achievement. A general trend for higher order correlations between both Piaget tests and teacher judgment measures under nonstandard procedures was noted.

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