| cope and method of study. During the fall of 1988 and spring of 1989, a listening comprehension test was written, field tested, and standardized. The procedures used in the development of the test were consistent with good test development practices. The writing of the stimulus materials was guided by pre-established content validity criteria. The original ten passages were ranked by teachers so as to select the best five passages and 100 questions for field testing. The field study (n = 207) facilitated the selection of the 50 best items through factor and item analyses. A standardized method of presentation was developed, including directions for administering, timing requirements, and scoring criteria. The final form of the test was administered to the standardization sample (n = 308) and a referred sample (n = 55). Internal, test-retest, and inter-examiner reliability coefficients were obtained. Concurrent, and factorial validity were also estimated. Standard scores were calculated for each age group.;Findings and conclusions. The listening comprehension test developed in this study has one form across grade levels K-6 and ages 5-12. It contains five stimulus passages and 50 questions which are administered verbally and require a verbal or written response from the examinee. Factor analysis indicated that the test is unidimensional. Item analysis yielded acceptable discrimination and difficulty values for most items. Internal consistency coefficients ranged from.79 to.90 for all ages except age 5 (.63). Test-retest reliabilities ranged from.73 to.98. Interexaminer reliability coefficients were high; the lowest being.97. Concurrent validity coefficients were.76 and.39 for fourth and sixth grades, respectively. A matched samples t-test showed significant differences (p... |
