The Connecticut Mastery Tests: An analytic response to holistic measures of reading and writing

Date of Completion

January 2002


Education, Tests and Measurements|Education, Elementary|Education, Educational Psychology




Fourth grade performance on the Connecticut Mastery Tests (CMT) was investigated by examining the performance of 75 students on CMT practice tests of reading and writing, a second test of reading comprehension, decoding, listening comprehension, spelling, and ideation at the end of their third grade year. Decoding and listening comprehension were found to account for 50% of the variance in Degrees of Reading Power (DRP) scores, and spelling and ideation to account for 30% of the variance in writing scores. Spelling was also found to predict reading comprehension, as measured by the DRP and the Gates-MacGinitie Reading Tests (GMRT), and DRP and GMRT scores were found to be highly correlated ( r = .81). Results support the claim that holistic measures of reading and writing conceal different sources of variation that can only be assessed by analytic measures. ^