This publication outlines tests that are included in the North Carolina Testing Program. The end-of-grade tests are curriculum based multiple-choice reading comprehension and mathematics tests that measure curricular competencies described in the North Carolina Standard Course of Study. These tests are administered to all eligible students within…

This document is designed to help the reader understand the district profiles of the California statewide testing program. These data assist the reader to compare a districts' performance with that of previous years and of other districts, especially those with similar characteristics. A brief description of the development and content of the…

The Council on School Performance Standards, appointed in February of 1989 by the Governor of Kentucky, was charged with finding out what students in Kentucky should know and be able to do, and with determining the best ways to assess student learning. The Council met with six groups: community leaders; employers; parents; school administrators;…

Discusses the results of the Third International Mathematics and Science Study (TIMSS). Compares the results and the nature of the study with those of the Second International Mathematics and Science Study (SIMSS). Provides some recommendations for improving mathematics education. (ASK)

Discusses the results of the Third International Mathematics and Science Study (TIMSS). Emphasizes the differences in students' everyday lives in different nations and describes how these differences can affect mathematics achievement. (ASK)

The author, as a testing consultant, has considered and answered 16 questions on the various aspects of testing usually asked by school staff members. The questions and answers are primarily concerned with statistical aspects of achievement tests and the best way to interpret test results to clients, parents and teachers. The need for caution in…

Since the California Assessment Program began in 1972 to provide information for evaluation of school programs in California, major changes in testing practices have occurred. Scholastic aptitude testing has been eliminated in all grades; state-designed reading and basic skills tests are administered in grades one, two, three, six, and twelve.…

This is the first of three volumes designed to cover the problems and issues of developing and managing a formal assessment program. They also offer guidelines and illustrations of several aspects of assessment programs, such as administering tests or documenting their results. This volume deals with the regulations governing school assessment…

This book has been written for state board of education members and other citizens interested in public education. It is, in a sense, a primer in matters relating to learning, testing, assessment, and evaluation. Presented are some philosophical and political considerations in statewide educational evaluation. Learning is defined and the types and…

This handbook presents an overview of the New York State Testing Program as well as specific information on the Regents Examinations, Regents Scholarship and College Qualification Test, the Optional High School Achievement Examinations, Basic Competency Tests, New York State Standardized Tests, the Pupil Evaluation Program, Continuing Education…

Each year all Georgia children and youth in the fourth, eighth and eleventh grades are tested; the Iowa Tests of Basic Skills is used in the fourth and eighth grades, the Tests of Academic Progress in the eleventh grade. Test scores which provide a wealth of information, may be used as a tool for the teacher, principal, curriculum specialist or…

BENCHMARKS is intended as an aid to the proper use of Georgia Statewide Testing Program scores. It provides information about the program and the tests; reading and understanding the various reports; understanding what the scores mean; and applying test results for the improvement of learning opportunities for Georgia children and youth. It is…

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 New Jersey State Department of Education adopted the High School Proficiency Test (HSPT) as a high school graduation requirement beginning with the ninth grade class of 1985-86. This document is a tool to support educators in making the necessary curriculum modifications to improve basic skill mastery and student achievement on the HSPT. It…

The Michigan Educational Assessment Program (MEAP) was designed to provide information on the extent to which Michigan students have attained minimal performance objectives. This manual was written to help local Michigan school district staff read, interpret, and use MEAP data. The 1977-78 MEAP provided objective-referenced achievement measures in…