Even as the Internet and i-devices have changed so many parts of people's lives, educational testing has not changed substantially in decades. Though researchers and educators have for years raised ample concerns about existing tests, assessments have barely evolved. Further, despite years of expanded testing and greater school accountability,…

Choosing whether to test via computer is the most difficult and consequential decision the designers of a testing program can make. The decision is difficult because of the wide range of choices available. Designers can choose where and how often the test is made available, how the test items look and function, how those items are combined into…

Describes a program in a Maryland high school where teachers set and evaluate their instructional goals at the beginning and end of the school year. (MD)

Examines teachers' major concerns about testing and offers advice about how to encourage teachers to respect the testing program. (WD)

Discusses "Boston Massacre," an interactive tutorial game for learning about the Revolutionary War incident. Describes the development of the game and its academic uses. Includes instructions, a sample student response sheet, short answer and multiple choice examinations, and a listing of teacher resources. Reminds history teachers that…

In 1983-84, the Center for the Study of Community Colleges developed and field tested an instrument, the General Academic Assessment (GAA) student survey, to assess community college students' knowledge in several liberal arts areas, including the humanities. The GAA was completed by a sample of 8,024 students at four large, urban community…

Describes how the Allentown, Pennsylvania, public school district uses district-wide final examinations (along with some class-specific test items designed by teachers) to assess secondary school programs, provide "feedback" to teachers, and evaluate student mastery of learning objectives. (MCG)

Careful management of a testing program can greatly limit a teacher's opportunity to cheat while administering standardized tests to students and can increase the likelihood that such cheating will be detected. The Austin Independent School District's systemwide testing staff's plan for controlling cheating has three basic premises: (1) plan and…

A comprehensive student basic skills assessment program was developed at St. Louis Community College (SLCC) at Florissant Valley to appraise student readiness to take courses, gather information for counseling and advising, diagnose student problems, and evaluate program efficiency and effectiveness. The steps taken in developing the program were:…

In 1983-84, the Center for the Study of Community Colleges developed and field-tested an instrument, the General Academic Assessment (GAA), to assess community college students' knowledge in several liberal arts areas, including the sciences. The GAA was completed by a sample of 8,024 students at four large, urban community college districts. The…

The first section of this report guides Delaware educators through the decision-making process for participation in the Delaware Student Testing Program (DSTP) for students with disabilities and for students who are dually eligible as a student with a disability and limited English proficient (SD/LEP).The second section will guide Delaware…

The Maricopa Community College District's (MCCD's) Commission on Student Assessment and Initial Course Placement was formed to assess the current status of student assessment for initial course placement across the district, to review the available instruments that assess student skills for placement, to discover what other community college…

In an effort to assess community college students' knowledge of the liberal arts, the Center for the Study of Community Colleges developed and field tested a student survey and General Academic Assessment (GAA) instrument. The GAA was completed by a sample of 8,024 students at four large, urban community college districts. The scores were cross…

A group of school districts in Western Oregon has developed a goal-based improvement model that provides teachers and administrators with a common information base. (Author)

Describes assessment in the German school system as regular, systematic, and officially controlled through legislation. Emphasizes that even strict grading levels combine criterion and norm referencing because teacher determination must include a subjective element. Concludes that other systems may best learn negative lessons from the German…