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Journal of Psychoeducational Assessment
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The Effect of Testing Condition on Word Guessing in Elementary School Children

Mairi Männamaa

University of Tartu, Estonia

Eve Kikas

University of Tartu, Estonia

Aire Raidvee

University of Tartu, Estonia

Elementary school children's word guessing is studied, and the results from individual and collective testing conditions are compared. The participants are 764 students from the second, third, and fourth grades (ages 8-11, 541 students from mainstream regular classes and 223 students with learning disabilities). About half of these students are collectively tested in the classroom, and half of the students are individually tested in a separate room. The psychometric properties of the test are good for both individual and collective testing conditions. Students generally score higher in the collective condition compared to the individual condition in both groups. In the control group, this tendency is apparent in all three grades, whereas in the group of students with learning disabilities, it is demonstrated only in the third grade.

Key Words: word guessing • testing condition • elementary school children • specific learning disabilities • differential item functioning

This version was published on March 1, 2008

Journal of Psychoeducational Assessment, Vol. 26, No. 1, 16-26 (2008)
DOI: 10.1177/0734282907300776
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