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Download full textAmerican Coll. Testing Program, Iowa City, IA. – 1989
This manual contains preliminary information, largely of a technical nature, about the enhanced American College Testing (ACT) Program introduced in October 1989. It focuses primarily on the tests of educational development, the component of the program that has been substantially revised. Although one-third of the ACT Interest Inventory Items has…
Descriptors: College Entrance Examinations, Educational Assessment, Educational Change, Equated Scores
Crovo, Mary L.; Phillips, Gary W. – 1983
This paper presents the dual approach to item bias detection employed in the Maryland Functional Testing Program (MFTP). Using instructional objectives mandated by the Maryland State Board of Education, the MFTP develops two levels of the Maryland Functional Reading Test (MFRT) and the Maryland Functional Mathematics Tests (MFMT). These…
Descriptors: Advisory Committees, Criterion Referenced Tests, Culture Fair Tests, Item Analysis
Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. – 1992
The Student Assessment Consortium (SAC), a collaboration between the Center for Research on Evaluation, Standards, and Student Testing and the Council of Chief State School Officers, was created to facilitate innovative assessment work in several subject areas. Its purpose is to share expertise and information about the development of innovative…
Descriptors: Alternative Assessment, Art Education, Consortia, Curriculum Development
Apanasewicz, Nellie; Rosen, Seymour M. – 1966
In May and June of each year, Soviet students who have completed grades one through ten face a final examination in each of the major subjects which they have studied. The examinations are constructed by the ministries of education in the Soviet republics and are submitted to the individual school district authorities. The type, form, and purpose…
Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Algebra
Hanson, Anne Marie – Online Submission, 2006
The No Child Left Behind Act of 2001 calls for 100% proficiency in reading and mathematics by 2014. The mandate thus transforms reading and mathematics into high-stakes subject areas. This quantitative cross-sectional study examined legislated testing mandates in relation to burnout subscales, emotional exhaustion, depersonalization, and personal…
Descriptors: Federal Legislation, Teacher Burnout, Urban Schools, Mathematics Education
Ingels, Steven J. – 1993
Recent investigations of the extent to which students with disabilities are allowed to participate in major national data collections used in measurement-driven education reform suggest that 40 to 50 percent of students with disabilities are typically excluded from major assessments, although they are included to a greater degree in assessments…
Descriptors: Attrition (Research Studies), Disabilities, Educational Assessment, Educational Change
Badger, Elizabeth; And Others – 1990
In the spring of 1989, over 2,000 pairs of fourth- and eighth-grade students were assessed on their ability to apply mathematical and scientific concepts. The tests (administered in alternate years during the written assessments of the Massachusetts Educational Assessment Program) required students to apply what they knew about mathematics and…
Descriptors: Educational Assessment, Elementary School Students, Grade 4, Grade 8
PDF pending restorationMichigan State Board of Education, Lansing. – 1990
In 1989, a study was conducted of the status of student assessment and developmental education in Michigan's 29 public community colleges and three public four-year colleges which serve in a community college capacity. The study sought to to determine: (1) the number of community college students in need of and actually enrolled in developmental…
Descriptors: College Credits, College Faculty, Community Colleges, Courses
Texas Education Agency, Austin. – 1985
Test specifications for the Texas Examination of Current Administrators and Teachers (TECAT) are presented in detail. These specifications are designed to help teachers prepare for the TECAT, and should also be made available to administrators and persons preparing review courses. This test focuses on reading and writing skills. In the test…
Descriptors: Administrator Evaluation, Cognitive Objectives, Elementary School Teachers, Elementary Secondary Education
New York State Education Dept., Albany. – 1979
The administrators' and teachers' manual for the New York State Preliminary Competency Test in Reading provides information on the student population to be tested; the degrees of reading power (DRP) methodology to measure students' reading comprehension; the test content; and the state reference point, a cutoff score expressed in terms of…
Descriptors: Cutting Scores, Educational Testing, Elementary Secondary Education, Guides
Naik, Nitin S.; And Others – 1991
The results are provided of a statewide content verification survey of "expert" educators designed to verify indicators in the 1989-90 System for Teaching and Learning Assessment and Review (STAR) as reasonable expectations for beginning and/or experienced teachers (BETs) in Louisiana and as providing professional endorsement at the…
Descriptors: Administrators, Beginning Teachers, Classroom Observation Techniques, College Faculty
Rock, Donald A.; And Others – 1985
The Educational Testing Service (ETS) was contracted by the National Center for Education Statistics to investigate changes in tested achievement using cross-sectional comparisons between the 1972 National Longitudinal Study (NLS) seniors and the 1980 High School and Beyond (HSB) senior cohort. The ETS is also responsible for estimating the extent…
Descriptors: Achievement Tests, Cohort Analysis, Comparative Testing, Ethnicity
Ohio State Dept. of Education, Columbus. Div. of Research, Planning, and Evaluation. – 1978
Ohio's Educational Assessment Program is briefly described, and extensive tables present the 1978 test results. The sampling design, test development, and setting of performance expectancy levels are discussed. Results are reported for the total test and for each objective. Comparisons between the average predicted, minimally acceptable, and…
Descriptors: Achievement Tests, Educational Assessment, Educational Objectives, Elementary Secondary Education
Parrish, Linda H.; And Others – 1992
This paper describes the approach taken in Texas to meet the requirements of the Carl D. Perkins Vocational Education Act (CPA) of 1984 (Public Law 98-524) to provide an aptitude and interest assessment to all students with special needs who are considering entering vocational education. The Texas three-level model of assessment is discussed. The…
Descriptors: Administrators, Aptitude Tests, Disabilities, Educational Assessment
National Assessment Governing Board, Washington, DC. – 1990
The National Assessment Governing Board (NAGB) is responsible for improving the form and use of the National Assessment of Educational Progress (NAEP). The NAGB is beginning to define achievement levels to state clearly what students should know and be able to do at key grades in school. This report creates a policy framework, definitions, and…
Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Educational Assessment
