Evaluation of Floors and Item Gradients for Reading and Math Tests for Young Children

Abstract

Ignoring the adequacy of floors and item gradients for tests used with young children can have serious consequences. Thus, because of the importance of early intervention for reading and math problems, we used the criteria suggested by Bracken for adequate floors and item gradients, and reviewed 15 reading tests and 12 math tests for ages 4-0 through 7-11. Results indicate that few of these tests have adequate floors at the age at which their norms begin. Although most of the reading tests have adequate item gradients, only 4 of the 12 math tests did not have item gradient problems. If test floors and item gradients are not considered, examiners risk misdiagnosing young children and drawing invalid conclusions for research and program evaluation, especially for low-performing children.