Conditional item independence, also known as local independence, is necessary for the accurate estimation of item parameters within item response theory (IRT). Given that the condition of local independence will be violated to at least some degree when unidimensional models are used to represent multidimensional data, it is important to study the…

This study examined inservice teachers' perceptions of classroom assessment, standardized testing, and alternative assessment methods. Participants were 168 predominantly white, predominantly female teachers working on master's degrees at Eastern Michigan University and the Citadel. During the fall of 1997, they completed a questionnaire that…

This concise report begins with an overview of the Accelerated Reader (AR), a learning information system designed to help teachers manage literature-based reading. It goes on to describe how AR quizzes are designed to meet three main criteria: providing an efficient, unbiased assessment of reading comprehension; motivating students to practice…

This book presents the complete proceedings (written presentations as well as transcriptions of oral presentations and group discussions) of a national symposium on alternative assessment in the language arts. Oral presentation titles are: "Current Issues in Alternative Assessment" (Roger Farr); "Whole Language and Evaluation: Some…

Over the last several years, substantial dissatisfaction has emerged with the use of norm-referenced, standardized tests for evaluating the academic performance of students. In particular, dissatisfaction has stemmed from concerns including the lack of overlap between the content of tests and the curriculum, the limited sensitivity of…

This study examined whether American College Testing (ACT) scores are a reliable predictor of college success using data on Chicago State University (CSU) graduates. The study used data on all undergraduates who had successfully completed a degree program and graduated in one of nine successive terms between Fall 1990 and Fall 1993 and also had an…

This document examines the use of measurement tools to evaluate children's psychological development. The first part of the document discusses the identification and quantification of developmental landmarks and the reasons for evaluation. The second part reviews several evaluation instruments. The Ruth Griffiths mental development scales are used…

Since 1915, the movement to test reading ability has grown in importance and pervasiveness. Testing is relied on to offer quantitative information, to determine the usefulness of instructional approaches, and to help ensure accountability. The demand for tests arose during the period from 1990 to 1992 when school became compulsory and educators…

Restricted sampling with which the Illinois Test of Psycholinguistic Abilities was standardized was investigated by simulating a multivariate population comprised of four variables and having specified means, standard deviations, and intercorrelations. (Author/CL)

Several techniques to use in evaluation and grading are presented. Some grading problems are discussed briefly. (PEB)

Evaluation is critical to demonstrating program value and impact and to better communicating outcomes to stakeholders. Purdue Extension Health and Human Sciences (HHS Extension) created an evaluation tool based on the need to collect statewide metrics on a standardized set of questions addressing the topics of food, family, money, and health. This…

California Achievement Test scores of 66 male and 51 female emotionally disturbed adolescents receiving inpatient treatment were correlated with their parents' educational levels. Results were interpreted as suggesting that school difficulties are more related to emotional maladjustment for males than for females in our culture. (Author/CS)

Concludes that where significant interaction between the child and the examiner took place, black children achieved their highest scores on the Wechsler Intelligence Scale for Children with a white examiner. (RB)

By analyzing analogy questions, supports the notion that ability tests can predict school achievement because the two types of testing are very similar. (DW)

The transfer of students at 13+ from middle to high school requires high school teachers to assess heterogenous groups of children from different middle schools. Ways of predicting students' success at further language study are suggested. (RM)