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Showing 1 to 15 of 31 results Save | Export
Phelps, Richard P. – Online Submission, 2020
This review critiques the highly-praised and influential 2001 study, "Getting Tough? The Impact of High School Graduation Exams," which concluded that "minimum competency," or high school "graduation exams," had no effect on student achievement. The review compares the test classifications of "Getting…
Descriptors: High School Students, Exit Examinations, Academic Achievement, Minimum Competencies
Peer reviewed Peer reviewed
Worthen, Blaine R.; Spandel, Vicki – Educational Leadership, 1991
Examines seven criticisms of standardized achievement tests, including their failure to promote student learning, predict individual students' performance, and match test content with curriculum content. However, a teacher's insights into her students' learning, combined with properly interpreted standardized test results, can provide a balanced…
Descriptors: Achievement Tests, Elementary Secondary Education, Learning Processes, Norm Referenced Tests
Peer reviewed Peer reviewed
Barnes, Douglas – Educational Review, 1980
Discussed are five aspects of testing the oral language production of young native speakers of English, the validity of such testing, the relationship of tests to everyday speech activities, and the irrelevance of models drawn from foreign language testing. (Author/KC)
Descriptors: Children, Norm Referenced Tests, Opinions, Speech Communication
Moy, Raymond H. – 1981
The problem of standard setting on language proficiency tests is often approached by the use of norms derived from the group being tested, a process commonly known as "grading on the curve." One particular problem with this ad hoc method of standard setting is that it will usually result in a fluctuating standard dependent on the particular group…
Descriptors: Cutting Scores, Higher Education, Language Proficiency, Norm Referenced Tests
Peer reviewed Peer reviewed
Phillips, Gary W.; Finn, Chester E., Jr. – Educational Measurement: Issues and Practice, 1988
Officials of the United States Department of Education conclude that the pervasive "above average" achievement reported by J. J. Cannell (1988) results from a combination of testing practices and procedures among school testing programs. Causative factors of this paradox, dubbed the "Lake Wobegon Phenomenon," are discussed.…
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Drahozal, Edward C.; Frisbie, David A. – Educational Measurement: Issues and Practice, 1988
Representatives of the Riverside Publishing Company discuss the "Lake Wobegon Phenomenon," the reported "above average" achievement of most elementary schools nationwide that was discussed by J. J. Cannell (1988) of the Friends for Education. More appropriate use of normative comparisons and more complete reporting of test…
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Qualls-Payne, Audrey L. – Educational Measurement: Issues and Practice, 1988
Recognizing the concerns raised by J. J. Cannell (1988), Science Research Associates (SRA) defends its norms. Trends in curriculum need to be monitored in addition to students' achievement levels. New norms are needed only when there is a significant shift in curriculum or student performance. (SLD)
Descriptors: Achievement Tests, Curriculum Development, Elementary Education, National Norms
Peer reviewed Peer reviewed
Stonehill, Robert M. – Educational Measurement: Issues and Practice, 1988
Despite the skepticism of J. J. Cannell (1988) that commercial test scores reveal much about the real achievement level of students, there is ample evidence that at least some of the gains observed on standardized tests are legitimate. Standardized scores should be greeted with healthy skepticism when high, but taken very seriously when low. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Maeroff, Gene I. – Phi Delta Kappan, 1991
For all its attractiveness, alternative assessment is fraught with complications and difficulties, as Rhode Island's experience shows. Although alternative assessment can be systematic, there are no ways to rate large numbers of performance-based tasks, portfolios, interviews, exhibits, or essays. Some standardization is necessary, and assessment…
Descriptors: Alternative Assessment, Elementary Secondary Education, Evaluation Methods, Norm Referenced Tests
Peer reviewed Peer reviewed
Lenke, Joanne M.; Keene, John M. – Educational Measurement: Issues and Practice, 1988
In response to J. J. Cannell's (1988) discussion of the reported "above average" achievement of the vast majority of public school systems nationwide, the nature of national norms is discussed. The public must be better informed about the interpretation of test results. (SLD)
Descriptors: Achievement Tests, Elementary Education, National Norms, National Surveys
Peer reviewed Peer reviewed
Popham, W. James – Educational Measurement: Issues and Practice, 1992
Test specifications need to take a middle road so that they are not so general that instructional targeting is impossible and not so specific that only unitary assessment targets are fostered. Using illustrative sample items provides a good means of communicating the items eligible to be tested. (SLD)
Descriptors: Accountability, Criterion Referenced Tests, Educational Assessment, Elementary Secondary Education
Peer reviewed Peer reviewed
Fuchs, Douglas; And Others – Exceptional Children, 1987
This study analyzed user manuals and technical supplements of 27 aptitude and achievement tests to determine whether disabled children were included in development of the tests' norms, items, reliability indices, and validity indices. Most test developers provided scant evidence that their tests were valid for use with disabled students. (JDD)
Descriptors: Achievement Tests, Aptitude Tests, Disabilities, Elementary Secondary Education
Peer reviewed Peer reviewed
Glaser, Robert – Educational Measurement: Issues and Practice, 1994
Some unfinished issues relating to achievement test theory that seemed implicit in the basic idea of criterion-referenced testing are reviewed, recognizing their importance in current studies of authentic assessment and performance-based tests. The future of performance-based evaluation is explored. (SLD)
Descriptors: Academic Achievement, Achievement Tests, Criterion Referenced Tests, Educational History
Peer reviewed Peer reviewed
Cohen, S. Alan; Hyman, Joan S. – Educational Measurement: Issues and Practice, 1991
This paper responds to an article that criticizes S. A. Cohen's position on the application of instructional alignment to teaching test wiseness. The value and ethics of using certain types of norm-referenced tests are criticized, based on data for the Missouri Mastery Achievement Test. (TJH)
Descriptors: Elementary Secondary Education, Ethics, Mastery Tests, Norm Referenced Tests
Peer reviewed Peer reviewed
Miller, LaMar P.; And Others – ERS Spectrum, 1992
Testing policies and practices should be restructured to help people develop their talents and to help learning institutions become more accountable and just. Based on a qualitative survey of testing researchers and practitioners, this article discusses current trends and promising innovations, including performance assessment, holistic scoring…
Descriptors: Educational Policy, Elementary Secondary Education, Holistic Approach, Norm Referenced Tests
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