Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 6 |
| Since 2007 (last 20 years) | 7 |
Descriptor
| Educational Legislation | 9 |
| Evaluation Methods | 9 |
| Test Reliability | 9 |
| Federal Legislation | 8 |
| Test Validity | 8 |
| Student Evaluation | 6 |
| Elementary Secondary Education | 5 |
| Test Construction | 5 |
| Testing Accommodations | 5 |
| Academic Achievement | 4 |
| Accountability | 4 |
| More ▼ | |
Source
| Smarter Balanced Assessment… | 3 |
| Center on Standards and… | 1 |
| Educational Researcher | 1 |
| National Clearinghouse for… | 1 |
| National Technical Assistance… | 1 |
| ProQuest LLC | 1 |
Author
| Duque, Matthew | 1 |
| Jennifer A. Bury | 1 |
| Judith Wilde, | 1 |
| McEachin, Andrew J. | 1 |
| Polikoff, Morgan S. | 1 |
| Sanders, Sara | 1 |
| Williams, Kathleen L. | 1 |
| Wrabel, Stephani L. | 1 |
Publication Type
| Guides - Non-Classroom | 3 |
| Dissertations/Theses -… | 1 |
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reference Materials -… | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 7 |
| Adult Basic Education | 1 |
| Adult Education | 1 |
| Elementary Education | 1 |
| High Schools | 1 |
| Secondary Education | 1 |
Audience
| Teachers | 4 |
| Administrators | 3 |
| Support Staff | 3 |
Laws, Policies, & Programs
| Every Student Succeeds Act… | 6 |
| Individuals with Disabilities… | 3 |
| Rehabilitation Act 1973… | 3 |
| Elementary and Secondary… | 2 |
| No Child Left Behind Act 2001 | 2 |
| Elementary and Secondary… | 1 |
| Womens Educational Equity Act | 1 |
Assessments and Surveys
| ACT Assessment | 1 |
| Measures of Academic Progress | 1 |
| National Assessment of… | 1 |
| Test of Adult Basic Education | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Direct linkJennifer A. Bury – ProQuest LLC, 2024
No Child Left Behind (NCLB) cemented a standardized testing assessment culture in the United States but research has highlighted the inequities (Au, 2020; Dixon, 1978; Grodsky et al., 2008; Khan, 2020; Moses & Nanna, 2007), unreliability (Hunt et al., 2010; Pizmony-Levy & Green Saraisky, 2016) and negative impacts (Berryhill et al., 2009;…
Descriptors: Alternative Assessment, Test Validity, Test Reliability, Accountability
Download full textSmarter Balanced Assessment Consortium, 2020
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Students with Disabilities
Smarter Balanced Assessment Consortium, 2019
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Students with Disabilities
Smarter Balanced Assessment Consortium, 2018
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Disabilities
Sanders, Sara – National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), 2019
This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…
Descriptors: At Risk Students, Delinquency, Pretests Posttests, Testing
Center on Standards and Assessments Implementation, 2019
In order to comply with the regulations put forth by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their statewide accountability systems to the United States Department of Education (ED) for peer review. Some states have elected to…
Descriptors: College Entrance Examinations, Peer Evaluation, Educational Legislation, Federal Legislation
Peer reviewedPolikoff, Morgan S.; McEachin, Andrew J.; Wrabel, Stephani L.; Duque, Matthew – Educational Researcher, 2014
Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Educational Policy
Judith Wilde, – National Clearinghouse for English Language Acquisition and Language Instruction NCELA, 2004
The purpose of this document is to explore the world of assessment within the context of the No Child Left Behind Act of 2001. The definitions provided will help those with little knowledge of as-sessment to understand the essentials of practice and theory. The information is meant for assess-ment users so they can interpret the purpose of tests…
Descriptors: Federal Legislation, Academic Achievement, Language Proficiency, Test Validity
Williams, Kathleen L.; And Others – 1977
Sixty-one measurement instruments, all of which have at least minimal reliability and validity are described. They were carefully selected and cross-referenced according to their correlation with the most common needs, goals, and content areas of multi-year projects funded in 1976 by the Women's Educational Equity Act Program (WEEAP). These tests…
Descriptors: Annotated Bibliographies, Attitude Measures, Career Planning, Educational Legislation
