The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing…

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual and the policies and procedures must be followed as written so that testing…

When student affairs professionals assess their work, they often employ some type of survey. The use of surveys stems from a desire to objectively measure outcomes, a demand from someone else (e.g., supervisor, accreditation committee) for data, or the feeling that numbers can provide an aura of competence. Although surveys are effective tools for…

Discusses the content and cognitive specification of the third edition of the Test of Understanding in College Economics. Presents examples of the construction and sampling criteria employed in the latest and previous versions of the test. Explains that the test emphasizes recognition and understanding of basic terms, concepts, and principles with…

This report describes the development, construction, and validation of the Preliminary Chinese Proficiency Test (Pre-CPT), a standardized, nationally-normed test of listening and reading comprehension for beginning-level native English-speaking learners of Chinese as a second language. The Pre-CPT was designed as a lower-level version of the…

Discusses teachers' responses to a survey on teacher competency testing. Describes Georgia's competency test and its results. Investigates the use of classroom performance as a test factor. Presents Georgia's test development process. (MLV)

This publication offers guidelines, practical suggestions, and examples for developing better teacher-made tests. It is divided into five chapters: (1) Planning Classroom Tests, (2) Guidelines for Developing Classroom Tests, (3) Assembling and Administering Classroom Tests, (4) Assessing Test Items, and (5) Desirable Characteristics of Tests.…

This packet contains a manual and a workbook for developing performance tests in vocational education. The manual gives an in-depth description of how to develop, score, and use performance tests. It includes the following sections: definitions of performance testing, steps in developing a performance test, selecting a performance development…

A project was conducted to develop vocational education tests for use in Georgia secondary schools, specifically for welding, machine shop, and sheet metal courses. The project team developed an outline of an assessment model that included the following components: (1) select a program for use in developing test items; (2) verify duties, tasks,…

This volume contains the initial draft of a model for assessing students in vocational education programs in Georgia. Addressed in the first section of the draft are some of the components that are believed to be critical in the development of a model for assessing vocational student achievement, including selecting a program for use in developing…

This paper summarizes the standardized procedures and psychometric standards states must follow in developing performance-based assessment. The National Reporting System (NRS), which serves as the accountability system for federally funded adult education and literacy programs, requires that states have their local programs assess educational gain…