State mandated tests are being implemented in the public schools, but states differ greatly in the complexity of their tests, making comparisons very difficult. States may have widely different definitions of what counts as proficient, and it is evident that state standards are set arbitrarily. It is also important to consider the relationship of…

The use of portfolios in assessing student achievement is contrasted with the use of standardized tests. Portfolios are considered more subjective than scores from standardized tests, and they present different issues in assessing and reporting student progress. Interscorer reliability may be a problem because of a lack of agreement about the…

This paper discusses diverse approaches to be used in assessing student achievement in geography. Criterion-referenced tests (CRT) are generally developed at the state level, and 48 of the 50 states have some form of CRT. As a result, objectives for teachers to use in teaching geography have been written at the state level, and the CRT is aligned…