The Adult Education and Family Literacy Act, as part of the Workforce Investment Act of 1998, requires programs to use standardized assessments to report learning gains for students in adult education programs. In addition, local and state agencies need an accountability tool for students who are difficult to assess adequately with a…

The National Assessment of Educational Progress (NAEP) seeks to include all students in the United States in the sampling frame from which students are selected to participate in the assessment. However, some students with disabilities (SWD) are either unable to take NAEP tests under standard testing conditions or are unable to perform at their…

This document is the Grade 12 diploma examination in mathematics at Level 33 from the Office of the Ministry of Education in Alberta, Canada. The two-and-a-half hour test is a closed-book examination consisting of 37 multiple choice and 12 numerical response questions of equal value worth 70% of the examination, and four written response questions…

This document is the Grade 12 diploma examination in mathematics at Level 30 from the Office of the Ministry of Education in Alberta. The two-and-a-half hour test is a closed-book examination consisting of 40 multiple choice and 9 numerical response questions of equal value worth 70% of the examination, and three written response questions worth…

A review of the literature on the use of standardized tests suggested that standardized testing has not improved education and that alternative assessments are a more accurate measure of a student's knowledge. A study conducted in Randolph County (West Virginia) investigated whether elementary school teachers agreed with these conclusions. Results…

This handbook contains information about the statewide testing programs in Georgia. These programs provide a comprehensive perspective on students' educational achievement from kindergarten through high school. This guide contains information on these statewide assessments: (1) the Georgia Kindergarten Assessment Program-Revised; (2) the…

There are a plethora of ways which may be used to ascertain learner achievement in reading. This paper discusses such procedures. Comprehensive teacher observation of reading, using quality criteria, can be an excellent approach to assess reading progress. Selected criteria are discussed. Six categories of word recognition skills are important.…

The papers in this volume describe how states have incorporated academic standards into their education goals. As part of the National Education Goals Panel, this collection of essays describes how nine states have recently implemented these standards, discusses how textbooks and teaching could help students reach the standards, and provides…

This paper presents results from the 2000 administration of the Citywide Mathematics Tests (CTB-M) for New York City public school students in grades 3, 5, 6, and 7, comparing data with results from the 1999 CTB-M. Overall, schools made progress in lifting students out of level 1 (the lowest proficiency level). Over 7,000 fewer students scored in…

This paper addresses the issues raised in a recent review of postcompulsory education and training in Victoria. In the interim report (April 2000) it is stated that employers found that the skills of new graduates appear to be most deficient in the areas of creativity, flair, problem solving, oral business communication, and interpersonal skills.…

This theme issue reviews the advantages and disadvantages of testing. Both activists and researchers seem to agree that tests measure a limited range of skills and that test preparation alone does not improve teaching or learning. There is also substantial agreement among researchers and activists opposed to widespread test use that no single…

Currently, there are so many research studies in journals that a review board should be established to screen quality research from research without merit. Each school system should consider conducting research to confirm the quality of a selected, implemented, plan of instruction. First, school systems need to study what should be researched in…

The latest Elementary and Secondary Education Act reauthorization, the No Child Left Behind Act of 2001, includes new standards, testing, and sanctions provisions designed to bring better performance and new accountability for that performance to local schools. The accountability ingredients in the new law were mostly not new to the 2001 debate…

This digest describes state policies and teacher dilemmas in using proficiency tests and standardized assessment. Currently, 19 states require mandated assessment for high school graduation and several other states are considering such requirements. Standards-based assessment needs to be accompanied by a clear set of grade-level goals so teachers,…

This book takes readers through the often confusing landscape of standardized testing and explains what tests are and what they are not. The book discusses how to interpret test scores, different types of standardized tests, and specific standardized tests. This revised edition also contains discussions of the Third International Mathematics and…