School Achievement Test: Normative data for a representative sample of elementary school children.

Abstract

The present study established norms for the spelling and arithmetic subtests of the School Achievement Test (Teste do Desempenho Escolar [TDE]) in two Brazilian cities located in the state of Minas Gerais and compared the results with those obtained from the original normative sample. A stratified proportional sample of 1,034 students from Belo Horizonte and Mariana, from the 1 st to 6 th grades, was selected. The participants were assessed by the spelling and arithmetic subtests of the TDE. Significant differences were found between the results from Minas Gerais and Rio Grande do Sul, with moderate to high effect sizes. Significant differences were found in percentiles and classification parameters. The educational performance of the children from Minas Gerais was generally classified as less than expected (i.e., inferior) when the original norms were used as a classification parameter. Considering the high variability of educational data in different Brazilian regions, using norms for educational assessment based on only one Brazilian region is inappropriate.

Transcoding abilities in typical and atypical mathematics achievers: The role of working memory and procedural and lexical competencies

“…The TDE (Oliveira-Ferreira et al, 2012;Stein, 1994) is the most widely used standardized test of school achievement in Brazil, and norms are available for first grade through sixth grade. The test comprises three subtests that measure basic skills: single-word reading (which was not used during the screening phase), single-word spelling, and arithmetic operations.…”

ADHD inattentive symptoms mediate the relationship between intelligence and academic performance in children aged 6-14

“…32 The single-word reading subtest was not included in this study due to lack of appropriate normative data for the school population. 33 The SAT subtests evaluate academic performance according to the expected educational achievement from the 1st to the 6th grades. The spelling subtest consists of 34 individual words that are read by the examiner and must then be written down by the children, presented in gradual order of difficulty.…”

Cognitive heterogeneity of math difficulties: A bottom-up classification approach

“…Participants were assessed in two distinct phases. First, a screening assessment was performed using the Arithmetic subtest from the Brazilian School Achievement Test (TDE; Oliveira-Ferreira et al, 2012;Stein, 1994) and the Raven's Coloured Progressive Matrices (CPM; Angelini, Alves, Custódio Duarte, & Duarte, 1999). Ninety-eight children were excluded from the sample for the following reasons: 28 children scored below the 20th percentile on the Raven's CPM; 55 children did not complete the entire neuropsychological assessment; 15 children either had a poor adjustment on the fitting procedure to calculate their internal Weber fraction (w) in the non-symbolic comparison task (R 2 < 0.2) or they showed an internal Weber fraction that exceeded the limit of discriminability of the non-symbolic magnitude comparison task (w > 0.6).…”

“…The Brazilian School Achievement Test (Stein, 1994;Oliveira-Ferreira et al, 2012) is a standardized test to assess school achievement in Brazil. Norms include children from the 1st to 6th grades.…”