Over the past decade, international and national education agencies have begun to emphasize the improvement of the quality (rather than quantity) of education in developing countries. This trend has been paralleled by a significant increase in the use of educational assessments as a way to measure gains and losses in quality of learning. As…

The idea that America was being harmed because its schools were not keeping up with those in other advanced nations emerged after Sputnik in 1957, took a firm hold on education policy when "A Nation at Risk" appeared in 1983, and continues today. Policy makers justify this concern by pointing to evidence showing that, for individuals…

Psychometricians continue to introduce new approaches to setting cut scores for educational assessments in an attempt to improve on current methods. In this paper we describe the Item-Descriptor (ID) Matching method, a method based on IRT item mapping. In ID Matching, test content area experts match items (i.e., their judgments about the knowledge…

Since 1969 National Assessment of Educational Progress (NAEP) reports on the scholastic achievements of the nation's elementary and secondary level students have been appearing frequently. The reactions to these reports are a perplexing mix of acclaim and criticism, of expressed respect but apparently slight regard. This study assesses NAEP and…

Reports on the effort by the National Teacher Examination to set standards in the field of speech communication. Describes the way in which the examination is put together and discusses some of the strengths and weaknesses of such a method. (KEH)

A response, by Carlson, to the National Commission on Excellence in Education's report proposes establishment of an independent agency. This entity, in conjunction with the National Assessment of Educational Progress, would define common content domains, develop calibrated normed item banks, and develop content referenced reporting systems. (DWH)

Details how England is reworking its secondary school examination system, replacing the GCE and the CSE with one examination system. (CRH)

The National Assessment of Educational Progress (NAEP) is briefly described. The NAEP was designed in 1969 as a voluntary cooperative program to answer questions about education nationally. In 1988, the NAEP was defined as a means of improving the effectiveness of the nation's schools by making objective information available about student…

Some of the assumptions underlying educational assessment policies in England and Wales are discussed in terms of contradictions in the aims of those policies. Two key initiatives--the national "bench-mark" testing and records of achievement--provide the focus for illustrating the potentially fundamental change of emphasis in the nature…

The New York State Regents Competency Tests in Writing and Comprehensive Examination in English reflect the belief that the current emphasis on test results mandates that testmakers produce tests that actually test what they purport to test, reflect what educators agree should be taught, and have a beneficial influence on teaching. Prior to the…

Due to the recent Federal redefinition of "basic skills," large scale assessments of speaking and listening proficiencies will proliferate. In planning assessment procedures, educators must be sensitive not only to psychometric validity, but also to pedagogical validity: the effects of testing on curricular content and instructional strategies.…

Recommendations are made for the National Assessment of Educational Progress (NAEP) assessment of informative, persuasive, and imaginative writing. Five major objectives should be assessed by NAEP: (1) writing as a way of thinking and learning; (2) writing to accomplish a variety of purposes; (3) managing the writing process; (4) controlling forms…

Examines the policy initiatives of the National Curriculum and the National Assessment and Testing programs in Great Britain. Argues that school-based teacher assessment and centralized testing lend themselves to professional accountability and market accountability. Concludes that an official policy of advocating both methods will create…

A response to the Minister of Education's announcement of provincewide testing in English and mathematics and a look at the tests thay may be used. (CRH)

Defines four essential elements of a system of educational standards: (1) common, rigorous student achievement standards; (2) state-administered assessments; (3) explicit rewards for achievement; and (4) opportunity to reach the standards. Practices to ensure these conditions and enact a system based on these elements are discussed. (SLD)