The 1992-93 school year marked the first year of implementation of the statewide mandate of the Arizona Student Assessment Program (ASAP), which revised previous legislation. Iowa Test of Basic Skills testing requirements were restricted to grades 2 and 7, and districts were allowed greater flexibility in their own testing, which had previously…

THE QUESTION OF PRIMARY CONCERN IN FOUR STUDIES WAS IMMEDIATE FEEDBACK IN ADJUNCT AUTOINSTRUCTIONAL EXERCISES (LEARNING EXERCISES DEFINED AS THOSE DESIGNED TO TAKE ADVANTAGE OF THE STRUCTURE INHERENT IN SUBJECT MATTER). IN A CONTROLLED SITUATION, DIFFERENT FEEDBACK DELAYS (IMMEDIATE, 1-HOUR DELAY, 2-DAY DELAY, AND 1-WEEK DELAY) WERE TESTED. OTHER…

This resource guide was designed for teachers and administrators in Arizona school districts to assist them in preparing functional and meaningful programs of student achievement testing. The format of the guide is based on fundamental questions often posed by educators regarding norm-referenced and criterion-referenced testing. Particular…

This article reports on a study of a new performance-based test mandate in the state of Arizona. The measurement-driven reform provided an opportunity to examine the interplay of policy and practice, specifically the use of testing to effect educational change. Attempts to reform schools through mandating assessments are categorized as behaviorist…

The Continuous Uniform Evaluation System (CUES) provides the means for Arizona school districts to demonstrate accountability for achieving the goal of assisting all public school students in Arizona to develop the basic skills of reading, writing, and computation. These suggested guidelines for the development and implementation of a continuous…

The 1997-98 school year was the 18th year of statewide student testing under the Arizona Student Achievement Program mandated by Arizona law. For the 1997-98 school year, students in grades 3 through 12 were tested using the Stanford Achievement Test, Ninth Edition (Stanford 9). This test was administered statewide to 536,254 Arizona students in…

1988 is the eighth year of the Arizona Pupil Achievement Testing Program which is administered to fulfill the requirements of Arizona Revised Statutes Section 15-741 through Section 15-744. This legislation mandates that a nationally standardized norm-referenced achievement test be administered during April to all pupils enrolled in Arizona public…

This report briefly describes the tests, subtests, test scores, and reports that fulfill the requirements of Arizona state legislation regarding educational accountability. It summarizes the fall 1994 Arizona statewide results by grade and across grades. Discussions of student achievement strengths and weaknesses by grade level and demographic…

In the 1992-93 school year, the 13th year of the Arizona Pupil Achievement Testing Program, the State Board of Education mandated testing at grades 4, 7, and 10. The Iowa Tests of Basic Skills (ITBS) were administered to grades 4 and 7 and the Tests of Achievement and Proficiency (TAP) at grade 10. Pupil scores are reported by subject, subtest,…

In the mission statement that introduces this annual report, the Arizona Superintendent of Public Instruction defines the goals of revamping the state's "Essential Skills" program to reflect high academic standards and achievement, develop a fiscally responsible equitable school finance system, and reorganize the state department of…

In March 1992 the Arizona State Department of Education and educators across the state conducted a pilot study of 67 performance assessments developed for the Arizona Student Assessment Program (ASAP). This report describes various aspects of the reliability and validity of the 67 assessments (primarily constructed response) developed by The…

This monograph provides an overview of the issues surrounding inclusion and testing accommodations for students with disabilities and presents six papers discussing the issues. "Including Students with Disabilities in Systemic Efforts To Measure Outcomes: Why Ask Why?" (Bob Algozzine) argues that excluding any student from testing…

Arizona teachers and administrators (n=2,444) were surveyed to determine (1) use of standardized test scores; (2) teachers' perceptions of others' use of scores; (3) how schools prepare students to take tests; (4) conditions under which tests are given; and (5) views of current testing program effects. (SLD)

In Arizona, beginning teachers applying for certification must take the Arizona Teacher Proficiency Examination which tests professional knowledge, reading, mathematics, and grammar. The high failure rate on the grammar test has caused a great deal of concern; 40 percent of the examinees, and a higher percentage of minority groups, failed it in…

Test results are presented from the 11th year of the Arizona Pupil Achievement Testing Program, administered as mandated by the state legislature, which requires that a nationally standardized norm-referenced achievement test in reading, grammar, and mathematics be given to students in grades 2 through 11, with representative samples tested in…