The Stanford Achievement Test (SAT), Intermediate Level II, was administered to 11,077 sixth grade students during fall 1984. This two-section report presents findings of the SAT's three mathematics subtests. These subtests measured competency related to: (1) mathematics concepts (number, notation, operations, and geometry/measurement), (2)…

This pilot edition provides current information to local educators on the Spring 1981 Basic Skills Tests. Input forms are included as a means of obtaining information from district level curriculum coordinators and teachers on the utility of this guide. The guide is designed to be a tool for curriculum and instructional development consistent with…

This is the second of three volumes designed to cover the problems and issues of developing and managing a school assessment program. The series offers guidelines and illustrations of several special aspects of assessment programs, such as administering tests and documenting their results. This volume deals with the planning of assessment…

RELATIONSHIPS BETWEEN PHYSICAL PERFORMANCE AND THE CHARACTERISTICS OF AGE, HEIGHT, AND WEIGHT OF PUPILS WERE INVESTIGATED TO FORM A BASIS FOR AN IMPROVED CLASSIFICATION INDEX TO ASSIST IN EVALUATING PHYSICAL FITNESS TEST SCORES. THE AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION (AAHPER) YOUTH FITNESS TEST WAS ADMINISTERED TO…

The staff of the Program on Teaching and Linguistic Pluralism at the Center for Educational Research at Stanford University has been involved in a number of research efforts related to the teaching of reading and other language arts skills to Black Vernacular English speaking pupils. These efforts have culminated in the development of a number of…

This list of tests was compiled as a reference for those persons responsible for the planning of testing programs or evaluation. Although it is not intended to be all-inclusive, 12 reading readiness, 15 reading achievement, 9 diagnostic, and 10 achievement batteries are described. Two programs of supplementary materials are mentioned. Information…

This bulletin describes two phases of an experiment in examining science, one in 1963, and the second in 1964. The first phase of the experiment explored two forms of assessment: a Scientific Thinking paper; and a Practical paper. In the second phase two further factors were introduced: a Facts and Principles paper; and an Assessment of course…

It is of crucial importance for the administrator to understand the complexity involved in managing a program of applied performance testing (APT). This paper attempts to clarify the potential and problems inherent in such an undertaking. Many citizens feel that public schools should be offering students the opportunities to acquire skills that…

In a survey of 51 state science supervisors, 93 percent of the supervisors who replied said that state-wide minimum-competency testing did not assess science learning. (BB)

Examines trends in science testing and discusses its impact on science instruction. Presents data on each state's assessment program in science for grades K-8. Identifies the type of test, grade tested, the scope and frequency, and the contact person for each of the 50 states. (ML)

Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

In 1982, Lansing (Michigan) Public Schools took the stance that their low Michigan Educational Assessment Program (MEAP) scores were not reflective of what their students really knew and that, with some short- and long-range planning, scores would improve dramatically. The districtwide effort is briefly described here. (BW)

Several forces are driving Alaska's school accountability initiatives. These include: (1) the Legislature's passage in 1997 and 1998 of the High School Graduation Qualifying Examination (HSGQE) and other accountability measures; and (2) the passage by the U.S. Congress of the No Child Left Behind Act of 2001. In the past, schools excluded some…

This article discusses some of the advantages of computer-based testing and highlights efforts by several states and organizations to introduce electronic assessment. It also describes the challenges policymakers face in planning and implementing such an initiative and details the steps they can take to pursue this type of testing. As electronic…

This document describes the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), which includes the Smart Start initiative for grades K through 4 and the Smart Step initiative for grades 5 through 8, as well as assessments for high schools. As it encourages educational improvement, the ACTAAP fulfills the requirements of…