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Indiana Department of Education, 2024
The Indiana Department of Education's (IDOE's) Accessibility and Accommodations Information for Statewide Assessments is a document intended for school-level personnel and decision-making teams as they prepare for and implement Indiana statewide assessments. Information is provided for school personnel as a reference to inform guidance on…
Descriptors: Measurement, Statewide Planning, Standardized Tests, Academic Accommodations (Disabilities)
National Center for the Improvement of Educational Assessment, 2024
How do attitudes and beliefs about assessment affect teaching and learning in your school? This document is intended to help school and district leaders understand these dynamics. While it is not designed for use as a step-by-step toolkit to support evaluation, this document does provide a foundation for leaders to learn more about their school or…
Descriptors: Alternative Assessment, Teaching Methods, Learning Strategies, Board of Education Policy
McClellan, Catherine; Snyder, Rebecca; Woods-Murphy, Maryann; Basset, Katherine – National Network of State Teachers of the Year, 2018
Great teachers recognize great assessments. As policy and education leaders work to make sure state tests are measuring the problem-solving, writing, and critical-thinking skills students need for success, they should convene and rely on teachers to review test quality and help answer the question: Do the questions on our state test reflect…
Descriptors: Student Evaluation, Educational Quality, Standardized Tests, Test Items
Peer reviewed Peer reviewed
Lazarus, Philip J.; Novoa, Loriana. – Journal of Reading, 1987
Reviews the "Quick-Score Achievement Test" (Q-SAT), an individually administered measure of school achievement for use with students aged 7-18, which has two forms and yields scores for reading, writing, arithmetic, facts, and general achievement. (SKC)
Descriptors: Achievement Tests, Educational Testing, Individual Testing, Standardized Tests
Peer reviewed Peer reviewed
Rutala, Paul J.; And Others – Academic Medicine, 1991
A study investigating possible sex bias, concerning both student and standardized-patient genders, in an objective structured clinical examination found that neither men nor women were afforded an advantage by patient or test location. However, women's scores on tests administered by females were higher than corresponding men's scores. (MSE)
Descriptors: Higher Education, Medical Education, Patients, Professional Education
Peer reviewed Peer reviewed
Colliver, Jerry A.; And Others – Academic Medicine, 1991
A study investigated the performance of 6 successive medical school classes on 80 standardized-patient case examinations, looking for effects of student or standardized-patient gender on scores. Results showed no interaction of any practical consequence. Cases with gender-related concern (e.g., breast problems) also did not differentiate between…
Descriptors: Higher Education, Medical Education, Patients, Physical Examinations
Kubota, Mel; Connell, Anne – College Board Review, 1992
The processes used in developing the Scholastic Aptitude Test (SAT) to eliminate cultural bias while still measuring skills related to academic success are described, including test item writing, pretesting, and validation. Test items from 1908, 1927, 1947, and 1980 tests illustrate the evolution of the examinations. (MSE)
Descriptors: College Entrance Examinations, Cultural Pluralism, Educational Change, Higher Education
Peer reviewed Peer reviewed
Colliver, Jerry A.; And Others – Academic Medicine, 1991
A study assessed the feasibility of sequential testing of medical students using standardized patients. Sequential testing passes students who score well on the first segment of the test thus eliminating additional student-standardized patient encounters. Subjects were six classes of Southern Illinois University students (n=404). Results strongly…
Descriptors: Efficiency, Higher Education, Medical Education, Patients
Peer reviewed Peer reviewed
Holden, Constance – Science, 1989
The issue of interpretation of standard test scores of minorities is discussed. The history of the issue is reviewed. The National Academy of Science's decision to reinterpret the scores of minorities is summarized. (YP)
Descriptors: Minority Groups, Predictor Variables, Psychometrics, Racial Bias
Phillips, Art – 1983
Because test scores reflect not only a student's knowledge in a given area, but also his or her familiarity with cues present in the test, and because tests are so prevalent and important in schools, there is a great need to teach test wiseness skills. It is ethical to do so if no material from the final test is included. Certain principles and…
Descriptors: Curriculum Enrichment, Curriculum Guides, Guessing (Tests), High Schools
Stoker, W. M.; Tarrab, Miguel – 1984
All teacher education students in Texas must pass three minimum competency examinations to be admitted to a teacher education program. The Pre-Professional Skills Tests (PPST) contains three separate tests in reading, mathematics, and writing. West Texas State University requires all entering freshmen to submit scores from the American College…
Descriptors: Admission Criteria, Comparative Analysis, Education Majors, Higher Education
Peer reviewed Peer reviewed
Romberg, Thomas A.; Wilson, Linda D. – Arithmetic Teacher, 1992
Examined 6 widely used grade-8 standardized tests for content, required processes, and level to determine their alignment with the 5-8 NCTM "Curriculum and Evaluation Standards." Concluded that these tests inadequately covered the 5-8 standards. A follow-up study examined items from newly developed and foreign tests to demonstrate the…
Descriptors: Achievement Tests, Educational Change, Elementary Education, Mathematics Achievement
Frankel, Steven M.; And Others – 1983
In response to concerns raised by principals at both the elementary and intermediate levels regarding the amount of instructional time consumed by students taking tests which were not related to day-to-day instruction, a study was conducted of the amount of time spent preparing to give such tests and actually administering them, and the manner in…
Descriptors: Achievement Tests, Educational Testing, Elementary Education, Group Testing
Peer reviewed Peer reviewed
Stillman, Paula L.; And Others – Academic Medicine, 1991
A study investigated possible differences in standardized patient examination scores for three groups of undergraduate (n=176) and graduate (n=221) medical students assessed at different sites over two years. Results show no systematic change in scores over testing dates, suggesting no problems with breach of test security. (MSE)
Descriptors: Graduate Medical Students, Higher Education, Internal Medicine, Longitudinal Studies
Peer reviewed Peer reviewed
Whimbey, Arthur – Educational Leadership, 1985
Research suggests that special tests of reasoning ability are superfluous. Reading comprehension and algebra scores on common aptitude and achievement tests are highly correlated with scores on several reasoning tests. Furthermore, three programs in reasoning skills have been shown to improve reading comprehension scores in various settings. (MCG)
Descriptors: Achievement Tests, Aptitude Tests, Cognitive Ability, Cognitive Tests
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