Several techniques exist to automatically put together a test meeting a number of specifications. In an item bank, the items are stored with their characteristics. A test is constructed by selecting a set of items that fulfills the specifications set by the test assembler. Test assembly problems are often formulated in terms of a model consisting…

This study was patterned after a previous study by Skaggs and Lissitz (1992) in which inconsistency of differential item functioning (DIF) was reported across test administrations. They suggested multidimensionality of test data as one possible reason for inconsistency. Therefore, in this study, DIF indices which were developed recently with a…

This report examines the overlap between student test results on the Iowa Test of Basic Skills (ITBS) and the Washington Assessment of Student Learning (WASL). The two tests were compared and contrasted in terms of content and measurement philosophy, and analyses studied the statistical relationship between the ITBS and the WASL. The ITBS assesses…

Maryland participated in the State National Assessment of Educational Progress (NAEP) in 1996 and 1998 when samples of approximately 2,500 fourth and eighth graders in 100 schools participated in the testing sessions for mathematics (1996) and reading (1998). This report is an initial attempt to return information to Maryland about the relations…

The valid interpretation of international testing program results in mathematics and science must recognize inherent limitations to international comparisons, and should give opportunity-to-learn as much importance as achievement data. Canadian test results, looked at in this light, appear better than some critics have suggested. (Author/SLD)

The Tennessee value-added assessment system (TVAAS) is described. TVAAS is a statistical process measuring the influence which school systems, schools, and teachers have on indicators of student learning. Initially, TVAAS will furnish information at the system level for grades three through eight in math, science, reading, language, and social…

This is the 17th year of statewide student testing under the Arizona Student Achievement Program. To fulfill the requirements of Arizona law, a nationally standardized, norm-referenced achievement test in the subjects of reading, language, and mathematics must be adopted and implemented for Arizona schools. For the 1996-97 school year, the State…

This document provides information on average student performance at the state level on end-of-grade (grades 3 through 8 in reading and mathematics and grades 4 through 8 in social studies) multiple-choice tests and all end-of-course (high school courses) tests administered in 1994-95 as part of the North Carolina Testing Program. State-level…

The accountability testing programs of many states have begun to make extensive use of constructed-response questions and to report test results in terms of percentages of students at various proficiency or performance levels. This paper describes the step-by-step procedures for two standard-setting methods recently used for the New Hampshire…

The 1992-93 school year saw the second statewide implementation of the Vermont portfolio-assessment program, and RAND continued its ongoing evaluation of the program's implementation, effects, and data quality. While the first year's study found evidence of the impact of the assessment program and low reliability of portfolio scoring, this year's…

A preliminary investigation has been made of some claims regarding alternative assessment. Using the California Learning Assessment System (CLAS)--Middle Grades Mathematics Performance Assessment as a platform, the study examined how alternative assessment operates in actual practice. Early findings are presented in the following areas: (1)…

For the past seven years, Missouri has been administering the Missouri Mastery and Achievement Tests (MMAT) to fulfill the requirements of the Excellence in Education Act of 1985. The MMAT, as a criterion-referenced test, can measure student progress on specific key skills over time. This summary presents results of the spring 1993 administration…

This report documents the design and data analysis procedures of the Trial State Assessment Program of the National Assessment of Educational Progress (NAEP). Today the NAEP is the only survey using advanced plausible values methodology that uses a multiple imputation procedure in a psychometric context. The 1990 Trial State Assessment collected…

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,…