The 2000-2001 school year brought changes in statewide testing in Montana and in assessment requirements tied to two federal programs, Title I and Special Education. This document provides guidance to districts about their responsibilities relative to the involvement of students served by these programs in statewide assessment, describing the ways…

This paper considers the size of the marketplace for education testing. The discussion is focused on commercial standardized achievement tests produced for the elementary and secondary market, the "Elhi" market. A few testing companies now account for the bulk of the test sales in the Elhi market, but it is difficult to obtain exact…

Delaware students must meet world-class standards if they are to be competitive and successful in a global economy. To prepare students for their future, schools must support rigorous standards and each teacher must set high expectations. Students must also commit themselves to the achievement of excellence. Any system that hopes to accomplish…

A series of questions designed to challenge school administrators to reconsider the purposes, selection, use, and interpretation of tests and test results in their school programs. (Author/DN)

Following a careful re-evaluation of the entire testing program by the students, parents, staff and administration it was concluded that the problems, the unmet educational needs, of an urban community will not dissipate by doing away with the state or local testing programs. (Author)

The author concludes that one strategy for improving or changing the educational system would be to change the content of the tests as a way of bringing about educational reforms in the system. This effort might bring about a greater similarity between the predictor (tests) and the criterion (scholastic achievement). (Author)

This study was concerned with the effect of experiences with test-type problems on the test performance of Negro children from a low socioeconomic area. When subjects are tested on material on which it cannot be assumed they have had equal prior exposure, first scores are less stable and typical. (Author)

Described is a pretesting orientation program designed to place disadvantaged applicants in a more competive position in terms of test taking skills by developing (1) an understanding of why different kinds of tests are used, and (2) procedures to be used in teaching basic mechanics of good test taking skills. (BY)

"Test Scoring" provides insight into psychometric procedures as used by a professional testing company or in large-scale projects. The book contains an overview of standard test theory, a discussion of factor analytic theory, and an exploration of special applications and problems. (SLD)

Describes the many causes of pressure to change large-scale assessment in the United States and suggests that the largest factor facilitating change will be technological, especially the use of the Internet. The Internet will help revolutionize the business and substance of large-scale assessment. (SLD)

The National Assessment Program--Literacy and Numeracy (NAPLAN) assessments are designed to assess literacy and numeracy of all Australian school children in years 3, 5, 7 and 9, and to act as diagnostics as to whether children are meeting intended educational outcomes. Tests began in May 2008, and have been run annually since then. Results of the…

The Maryland School Performance Assessment Program (MSPAP) is a relatively new, statewide performance assessment of students in grades 3, 5, and 8. When first administered in May of 1991, the MSPAP included a battery of performance assessment tasks designed to generate written or drawn responses to reading texts. This study evaluated selected…

A standard-setting procedure was developed for the Georgia Teacher Certification Testing Program as tests in 30 teaching fields were revised. A list of important characteristics of a standard-setting procedure was derived, drawing on the work of R. A. Berk (1986). The best method was found to be a highly formalized judgmental, empirical Angoff…

Recommendations of the Study Group on the National Assessment of Educational Progress (NAEP) are summarized in this report. The report is then reviewed by the National Academy of Education. The recommendations are to: (1) maintain NAEP's continuity; (2) assess the core curriculum; (3) focus on transitional grades (4, 8, and 12) and sample…

A number of political issues are involved in educational testing and the National Assessment of Educational Progress (NAEP). Many school officials are disturbed by the number of tests administered and the information and instructional time lost; they are reluctant to accede to further voluntary testing programs which might duplicate current…