Analysis

The Academic Achievement Battery Screening Form (AAB-SF) is an assessment tool designed to measure students’ academic performance. It consists of a series of subtests that evaluate core academic skills such as reading, math, writing, and reading comprehension. The analysis of the AAB-SF involves investigating student performance on each of these subtests, offering an overall picture of their strengths and weaknesses.

Purpose

The primary goal of the AAB-SF is the quick and effective detection of learning difficulties and the evaluation of students’ academic progress. It is mainly used by educators and psychologists to identify students in need of additional support and to adapt teaching methods and curricula to meet student needs. Through this assessment, timely intervention and personalized educational guidance are made possible.

Standardization

The AAB-SF is standardized through a process that compares student performance with a wide range of data from students of various ages and grade levels. Scores are normalized to provide reliable and valid measurements of academic skills. This process allows for accurate evaluation and the identification of deviations from the average, thereby facilitating the understanding of each student’s individual academic profile.

Administration

The AAB Screening Form can be administered individually or in groups. The subtests Letter/Word Reading, Spelling, and Mathematical Calculation take approximately 20–30 minutes to administer. The optional Written Composition subtest takes 15 minutes.

Scoring

The AAB Screening Form provides five scores:
Letter/Word Reading
Spelling
Written Composition (optional)
Mathematical Calculation
Composite Academic Achievement Battery Score
Electronic scoring is available.

Materials

The AAB Screening Form comes with a paper kit that includes:
A professional manual with a quick-start guide
25 question booklets
25 answer booklets
A stimulus card
Five free score reports on PARiConnect
A digital kit is also available.

Objective

The AAB Screening Form was developed to assess “core academic skills, including reading, spelling, and mathematical calculation,” with an optional writing subtest. The test is designed to identify academic strengths and weaknesses, support eligibility decisions, and guide targeted interventions in specific academic areas as outlined by the Individuals with Disabilities Education Act (IDEA; 2004). It can be used in educational, clinical, vocational, and research settings.

Reliability

The AAB Screening Form manual reports strong results supporting the tool’s potential usefulness. Alpha coefficients were reported for each subtest and for the composite score based on age samples and two grade-based samples, with values ranging from .70 to .98, representing a high degree of internal consistency.

Validity

The validation process for the AAB Screening Form included four components:
Intercorrelations
Content-related validity evidence
Criterion-related validity evidence
Construct-related validity evidence

References

Acosta, S., Gana, T., Goodson, P., Padrόn, Y., Goltz, H. H., & Johnston, A. (2015). A systematic review of high-stakes accountability testing and English language learners during the first decade of the No Child Left Behind Act. Manuscript submitted for publication.
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McDonald, R. P. (1999). Test theory: A unified treatment. Erlbaum.
National Council of Teachers of English. (1996). Standards for the English language arts. Author.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Author.
National Governors Association Center for Best Practices (NGACBP) & Council of Chief State School Officers (CCSSO). (2010). Common Core State Standards. Authors.
Sawilowsky, S. S. (2033). Reliability as psychometrics versus datametrics. In B. Thompson (Ed.), Score reliability (pp. 103–121). Sage.
Thompson, B. (Ed.). (2003). Score reliability. Sage.
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