Describes the development and testing of the North Carolina minimal competency testing program. (IRT)

Briefly describes what is meant by the English examination system, how it has come to take the forms that it does, and why such importance is attached to it. Thereafter, some problems and developments in examinations in art and design education are considered with six examination proposals summarizing the aims of art and design studies. (Author/RK)

Argues that while spoken language has received a great deal of attention during the past decade, the methods of its examination have received too little. (AA)

Students graduating from Westside High must meet hour and competency test requirements. The seven competency tests are in reading, writing, mathematics, democratic process, problem-solving, oral communication, and consumerism. (IRT)

Offers some suggestions for 16+ reform. (Editor)

Examines reasons for using essay tests in the direct assessment of writing ability. Reviews the steps in developing a large-scale testing program; e.g., creating a pool of topics or prompts; developing scoring procedures; training raters; field-testing the system; scoring writing samples; assessing reliability; and assessing validity. (DMM)

The use of reporting final examinations in the Netherlands is described. Each October a public report is published by Cito, supplying information about the achieved level of education and describing observed psychometric qualities of the measurement instrument. General information needs are provided by the National Bureau of Statistics. (LMO)

Mandatory exit exams are in place, or will soon be, in 27 states. Students must pass them as one condition for receiving a standard diploma. Because the standard diploma is considered a property right, states must carefully consider the opportunities that students have to pass graduation exams. Federal legislation has resulted in increased…

This document comments on the future of educational testing in the United States and the plans of the Bush administration for increased use of testing for educational accountability. The "achievement gap" does not appear to be closing. One of the keys to closing the gap is having the data to understand it so that teachers can use test…

This theme issue focuses on the use and consequences of high stakes tests. The lead article, "High-Stakes Testing: Too Much? Too Soon?" by Sherry Freeland Walker, introduces the topic and related issues, outlining the pros and cons of high stakes testing by the states. The problem, some experts say, is that states have tried to do too much too…

A survey, designed to take approximately 15 minutes to complete, was administered to 1,656 elementary school teachers in Michigan to obtain information on a variety of topics related to student assessment and mandated state testing. Most of the teachers were employed in small suburban or urban schools, and 88% were employed in the public schools.…

The effect of calculator type on student performance on a mathematics examination was studied. Differential item functioning (DIF) methodology was applied to examine group differences (calculator use) on item performance while conditioning on the relevant ability. Other survey questions were developed to ask students the extent to which they used…

This paper provides information on testing programs for elementary and secondary school students that are administered or coordinated by the Office of Educational Accountability within the Wisconsin State Department of Public Instruction. The first section provides background and definitions of assessment alternatives, including various types of…

The first section of this report guides Delaware educators through the decision-making process for participation in the Delaware Student Testing Program (DSTP) for students with disabilities and for students who are dually eligible as a student with a disability and limited English proficient (SD/LEP).The second section will guide Delaware…

Discusses the need for and the skill development and comprehensive approaches to postsecondary developmental education. Describes three models of student assessment/placement and proposes a five-step model. Considers the establishment of proficiency standards, screening test selection, student processing, assistance centers, and evaluation. (AYC)