This report highlights one of six language arts case study teachers whose classroom was studied for a 2-day period to observe writing instruction, to ask questions about the Kentucky Instructional Results Information System assessments, and to talk with her students about their writing. In this paper, the focus is on questions and how this…

In 1972, the board of regents of the university system of Georgia directed that a testing program be established to provide information on the status of student competence in the areas of reading and writing. In addition, the program was to provide a uniform means of identifying those students who fail to attain minimum levels of competence…

The high school minimal competency examination described in this document is part one of a three-part program that requires that all students satisfactorily complete tests in reading, language arts, and mathematics prior to receiving a high school diploma. The document outlines the test development and assessment program and describes the plan for…

The consequences of large state testing are often uniformity of expectations for achievement. The largest impact of higher standards, then, are realized by traditionally disenfranchised student populations, particularly the least affluent who are most likely to bear the yoke of low expectation. This paper advances S. Messick's (1981) fundamental…

A questionnaire was developed to assess high school principals' attitudes regarding the Tennessee Proficiency Test. The questionnaires were distributed statewide to the 147 public high school principals; 121 principals responded. Questionnaire items dealt with issues such as policy statements, remedial activities, graduation requirements, and…

The accountability testing programs of many states have begun to make extensive use of constructed-response questions and to report test results in terms of percentages of students at various proficiency or performance levels. This paper describes the step-by-step procedures for two standard-setting methods recently used for the New Hampshire…

The language arts assessment developed for use in grade 8 of the Cherry Creek Schools in Englewood (Colorado) is described. In 1988-89, the assessment in use was modified substantially to reflect a holistic approach through an assessment based entirely on a written product. Students are provided with multiple sessions in which to draft,…

Committees on Content Analysis and Correlation Studies were appointed by the Alabama State Superintendent of Education to provide information regarding the similarities and differences between the Californa Achievement Tests (CAT), Levels 13-C and 16-C, and the Alabama Basic Competency Tests (BCT), grade 3 and 6. The major purpose of these…

The extent to which the instruction, assessment, and Maryland School Performance Assessment Program (MSPAP) test preparation activities of language arts teachers aligned with the Maryland Learning Outcomes (MLOs) and the reading and writing tasks on the MSPAP was studied in the 1996-97 school year. The reading and writing activities of 280…

This case study traces the evolution of curriculum-related educational reforms in California, concentrating on those that have influenced mathematics and science. These reform efforts are examined in the framework of the state's political and policy context. Data came from interviews, a synthesis of the research literature, and newspaper accounts…

This study examines the underlying structure of the teacher language arts and science questionnaires from a project studying the impact of the Maryland School Performance Assessment Program (MSPAP). The dimensions of the questionnaire concerning practices and attitudes related to the MSPAP were studied, as well as the extent to which the on-grade…