Nevada statutes and administrative regulations specifically prohibit the disclosure of the content of examinations used in the Nevada Proficiency Examination Program. This document focuses on procedures to insure examination security. The state's test security requirements are outlined. Other sections deal with access to and copying of examination…

This manual contains guidelines for administering the Alberta, Canada, Achievement Testing Program in June 1987. The tests are administered to all students in grades 3, 6, 9, who have not been granted special exemption. The first section of the booklet includes information on the Achievement Test schedule, exemptions from the Achievement Testing…

This field memo is the third in a series of updates from the Deputy Commissioner of the Office of Elementary, Middle, Secondary and Continuing Education to all teachers and administrators of public and nonpublic schools on standards and assessments in New York. This document explains how the New York State Education Department determines if test…

This handbook is designed to serve as a resource for Alaskan district-level administrators in charge of planning, implementing and monitoring districtwide student assessment programs. The information is divided into 10 chapters, including: (1) aligning assessment with curriculum and instruction; (2) planning an assessment program; (3)…

As the Colorado Student Assessment Program (CSAP) has expanded, growing to 26 tests in 8 grades by 2002, new administration procedures have been needed. As these test administration procedures evolved, they were communicated through different avenues. This document consolidates the procedures to facilitate better understanding and more consistent…

For almost 20 years, student achievement in the United States has been measured by the National Assessment of Educational Progress (NAEP) reported in recent years as "The Nation's Report Card." Based on a sample size of 25,000 students at each of three grade levels, it has provided the only data that reflect in a comprehensive way what…

Asserts that assessment has become a leading national educational issue. Presents a chronology of events in California related to student assessment reform. Identifies the California Learning Assessment System (CLAS) three key elements: (1) individual student scores; (2) performance testing; and (3) curriculum improvement. (CFR)

Contends that few educational issues rival the California Learning Assessment System (CLAS) for comment, controversy, and confrontation. Defines the CLAS test and discusses its characteristics, anticipated student responses, and scoring procedures. Outlines four implications for instructional methods. (CFR)

Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR)

This report discusses the many issues that need to be considered as states and districts begin to design and implement alternate assessments, which are used for students with severe cognitive delays or multiple disabilities or students who require such significant accommodations that the validity of the test would be compromised. The report…

Provides of examples of performance-based assessments in three categories: (1) projects; (2) performances; and (3) question strategy sessions. Describes a typical performance-based assessment project including setting up the project, peer evaluation, the class presentation, and the test used. (CFR)

Describes the first administration of the California Learning Assessment System (CLAS) to fifth-grade students. Discusses the history of CLAS, types of questions employed, content coverage, methods of scoring, and reporting on tests results. Presents sample questions, student responses, and commentary on student performance. (CFR)