Four problems related to how to best use testing and assessment to improve learning are discussed: (1) criterion- versus norm-referenced scores; (2) scaling; (3) communication and reporting of achievement; and (4) external versus school-based assessment. Comparisons of current practices in different countries, described in subsequent articles, are…

Based on a November 1990 seminar attended by tutors and development workers from Open College Network (OCN) accredited programs, this paper describes principles and practice of assessment in OCN programs in Britain. The first two sections provide information on the seminar and define assessment. Section 3 lists assessment procedures for…

Changes in Scotland's curriculum have led to changes in student testing. A system of grade-related criteria has been developed--descriptions of expected performance in key aspects of a subject at different grade levels. (GDC)

An urban school district affected by testing in the effective schools context is described in order to provide examples of the effects of testing on teaching and the curriculum. The report describes the method of operationalizing the effective schools research using test information. An important catalyst to improving the instructional program was…

Focusing on technical issues, this paper critiques proposed changes in assessment procedures at the further educational level (ages 16 through 18) in England and Wales. Major structural changes are taking place at this educational level, partly because of large scale youth unemployment. The two current examination systems for the final year of…

Three types of evaluation methods are discussed in terms of their use in evaluating both cognitive and affective learning in developmental programs: standardized tests; criterion-referenced tests; and naturalistic inquiries. Section I looks at the complexities of learning and the inherent difficulties in judging the quality and quantity of what is…

Describes the work of the Mathematics Assessment Project to produce a bank of test items for specified syllabi. The bank includes both written items and practical or performance items. (PK)

This paper details the development of the high school general mathematics examination and reading comprehension tests for grades one through eight for the curriculum referenced testing program in Charleston County School District, South Carolina. While the basic developmental approach was similar, problems encountered in developing the two types…

The Dallas (Texas) Independent School District has developed an assessment system that is fully integrated into its learning system, which also includes planning, instruction, and accountability. This paper describes the learning system in Dallas in terms of a four-part model: planning, instruction, assessment, and accountability. Following this,…

This summary report provides information about three of New Mexico's statewide assessments in 1997-1998. In spring 1998, the CTBS5/Terra Nova Survey Plus achievement test was administered to approximately 65,000 students in grades 4, 6, and 8 as part of the New Mexico Achievement Assessment Program. With three exceptions, the median national…

The Charleston County School District (CCSD) has recently begun development of criterion-referenced tests (CRT) in different subject areas and for different grade levels. This paper outlines the process that CCSD followed in the development of math and language arts tests for grades one through eight and area exams for required high school…

In the spring of 1979, the National Institute of Education, in collaboration with the United States Office of Education, the UCLA Center for the Study of Evaluation (CSE), and members of a nation-wide network of research and development agencies, sponsored a national colloquy on the theme that testing could have an important impact in improving…

This paper briefly describes a number of techniques for evaluating students' achievement in mathematics: (1) checklists and rating scales; (2) standardized tests; (3) criterion referenced tests; (4) anecdotal records; (5) student products, including homework and school assignments; (6) teacher-written tests; (7) conferences with students; (8)…

In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades…