States and districts have expressed interest in administering the ACT® to 10th-grade students. Given that the ACT was designed to be administered in the spring of 11th grade or fall of 12th grade, the appropriateness of this use should be evaluated. As such, the focus of this paper is to summarize empirical evidence evaluating the use of the ACT…

This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. The purpose of this report is to document the technical aspects of the 2013-14 NYSAA.…

The question of validity, or how high-stakes tests are being used and interpreted, threatens to undermine the entire standards movement. Joint standards developed by three professional associations say decisions affecting students' life chances should not be based on test scores alone. Objectivity and teaching to tests are real concerns. (MLH)

To determine to what extent competencies to be measured by the Alabama High School Graduation Examination were being taught in the Alabama public schools, a survey was conducted of teachers of grades 7, 8, 9, and 10. Competencies that were not being taught are identified and possible explanations are outlined. (Author/EGS)

Confusion in the terminology used in criterion-referenced measurement specifications and development and standard setting and the attendant role of cut-off scores are shown to need practical clarification through psychometric research on test applications and consequences. (CM)

The accuracy and fairness of standardized testing is taken very seriously in the education world. These issues are a major focus of both the testing experts who develop standardized tests and the researchers who endeavor to ensure a test's fairness, reliability, validity, and accuracy. But many issues remain both controversial and complex. The…

This booklet is planned to help teachers, parents, students, and community members to understand concepts and research relating to testing in public schools. Three general uses--public access, accountability, and standards--relate to testing in its broadest conception. The major purposes of tests are discussed, as are some different types of…

Opinionnaires were sent to one person in each of the 50 states who was knowledgeable about minimum competency testing. Results showed significant differences in opinion, but there was agreement that tests should be used to improve instruction and identify students needing remedial help. (JHZ)

The validity of using proficiency test scores to make specific educational decisions is addressed. Ninth grade mathematics proficiency test scores were analyzed in both continuous and categorized form. The nature of the decisions to be made was examined as a factor in determining the categorization technique. (Author/PN)

Findings of a study that sought to determine teachers' and principals' perceptions concerning state-mandated testing are presented in this paper. Data were gathered through interviews with 30 fifth- and sixth-grade teachers and 12 principals in 3 states--Tennessee, Illinois, and New York--where statewide testing has been implemented for 30 years,…

Nine papers were presented at the 1986 Educational Testing Service Invitational Conference on outcomes assessment in higher education. The Award for Distinguished Service to Measurement was awarded to Frederic Kuder for development of the Kuder-Richardson 20 and KR-21 formulas for test reliability, the Kuder Preference Record, and the Kuder…