Current testing standards call for test developers to provide evidence that testing procedures and test scores, and the inferences made based on the test scores, show evidence of validity and are comparable across subpopulations (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on…

Two major evaluations of bilingual education differed significantly in evaluation design and results. The American Institute for Research (AIR) conducted the national impact study for bilingual education and gathered data from many programs. AIR based its study on comparisons of mathematics and language arts achievement of students in bilingual…

Information collected as part of the International Assessment of Educational Progress II (IAEP II) about learning in Alberta (Canada) is provided, including information on the educational and cultural factors associated with student achievement and information on student attitudes, backgrounds, and experiences. Results for all participating…

To discover factors which contribute to a high response rate for questionnaire surveys, the preferences of 150 college teachers and teaching assistants were studied. Four different questionnaire formats using 34 common items were sent to the subjects: open-ended; Likert-type (five points, from "strong influence to return," to…

The Columbus (Ohio) Public Schools administers the Comprehensive Tests of Basic Skills (CTBS) districtwide to document the learning which has occurred and to guide classroom teachers and administrators as they establish curricula which is responsive to student needs. This report presents the results from the tests administered in April, 1986 to…

The Chief State School Officers of the Southern Regional Education Board (SREB) have adopted a recommendation calling for comparable state measures of educational progress through multiple indicators, including student achievement. Current state criterion-referenced testing programs provide information regarding specific student skills and…

Examines differences between Inuit and non-Inuit students in activism (social attitude), self-concept, and academic achievement. Inuits scored lower in activism and self-concept than non-Inuits. Suggests teachers create personalized classroom environments to positively affect activism and self-concept, and thereby enhancing achievement.…

In 1989, North Carolina's average Scholastic Aptitude Test (SAT) score dropped to the lowest in the nation, triggering an intensive effort to improve average SAT scores. In 1993, North Carolina achieved its highest average SAT score ever, as well as the highest percentage of graduating seniors taking the SAT. Scores improved for the 4th…

Information is provided for educators and the general public about the performance of students on the standardized tests administered in 1990 as part of the South Carolina Norm-Referenced Testing (SCNRT) Program. The first section of this report provides background information necessary for interpretation of the results. The second section reports…

The Connecticut Assessment of Educational Progress (CAEP) is a continuing program designed to measure the efficiency of educational programs offered by public schools. During 1979-80, grades 4, 8, 11 were tested in science. The assessment goals were: to provide information on the quality of education in Connecticut; to collect and compare data…

The second International Assessment of Educational Progress focused on the mathematics and science achievement of 13-year-olds. Performance assessments were used as part of the overall assessment in four countries (England, Scotland, Soviet Union, and Taiwan) and five Canadian provinces. The performance assessment approach drew heavily on the…

This progress report describes the development and field testing of the School Mastery of Reading Test (SMRT). The SMRT was administered in May 1986 to 889 fourth graders in nine schools in Brooklyn, New York. Counts of students tested in each school and school profile data are provided. Machine scoring procedures are detailed, and results…

The two primary college admission test batteries given in Nevada are the American College Test (ACT) and the tests prepared by the College Board, the Scholastic Aptitude Test (SAT) and the Test of Standard Written English (TSWE). This report provides an overview of the tests and major trends in Nevada for 1988. These tests apply to a small portion…

The two primary college admission test batteries given in Nevada are the American College Test (ACT) and the tests of the College Board, the Scholastic Aptitude Test (SAT) and the Test of Standard Written English (TSWE). This report provides an overview of the two tests and major trends pertinent to Nevada for 1989; however, because of the small…

The Enhanced American College Test (ACT) and the Scholastic Aptitude Test (SAT) are the two primary college admission test batteries administered in Nevada. This report provides an overview of the two examinations and major trends pertinent to Nevada in 1991. These tests apply to only a portion of the high school student population, and are not…