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Lichter, Jennifer M. – ProQuest LLC, 2017
Legislation leading to the mandating of accountability testing in schools was chronicled between the publication of "A Nation at Risk" (1983) to the conclusion of No Child Left Behind (2016). Involvement in education by the federal government increased throughout the educational legislation during this time period. The Omnibus Trade and…
Descriptors: Educational Legislation, Federal Legislation, Compliance (Legal), Educational History
Atteberry, Allison – Society for Research on Educational Effectiveness, 2012
This paper investigates the extent to which spring-to-spring testing timelines bias teacher value-added as a result of conflating summer and school-year learning. Using a unique dataset that contains both fall and spring standardized test scores, the author examines the patterns in school-year versus summer learning. She estimates value-added…
Descriptors: Testing, Standardized Tests, Academic Achievement, Scores
Lombardi, Karen Ann – ProQuest LLC, 2011
This mixed-methods case study focuses on the third through fifth grade classrooms at a public elementary school in a Midwestern urban school district where the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessment is being implemented. According to the school district, the goals of these tests are: to show…
Descriptors: Urban Schools, Test Results, Testing Programs, Student Improvement

Clifford, Margaret M.; And Others – Journal of Educational Research, 1972
The study examined the effects of emphasizing the competitive environment in a testing situation through the use of rewards and game techniques. Neither rewards nor games had an effect on test performance. (Author/MF)
Descriptors: Academic Achievement, Educational Research, Educational Testing, Games
DUBOIS, PHILIP H.; WIENTGE, KING M. – 1964
AN ATTEMPT WAS MADE TO EVALUATE WHETHER (1) BIOGRAPHICAL DATA AND (2) MEASURES OF APTITUDES, ABILITIES, INTERESTS, AND MOTIVATIONAL CHARACTERISTICS ARE RELATED TO THE ACADEMIC SUCCESS OF ADULT STUDENTS. DETERMINATIONS WERE MADE, ALSO, ON WHETHER MEASURES OF SUCH DATA AND CHARACTERISTICS CAN BE USED TO PREDICT ACADEMIC SUCCESS IN THE SEVERAL AREAS…
Descriptors: Academic Achievement, Adult Education, Adult Students, Counseling
Rozycki, Edward G. – Educational Horizons, 2006
"Testing for Justice Rationale" calls for schools to meet the needs of all children. The needs of children can be determined by comparing what children can do with what they can learn to do. Any discrepancy between achievement and potential indicates a need and it is only through adequate testing that these needs can be determined. This…
Descriptors: Testing, Student Needs, Testing Programs, Standardized Tests
Sieber, Joan E. – Amer Educ Res J, 1969
Descriptors: Academic Achievement, Anxiety, Cognitive Processes, Educational Environment
Sherwood, Philip – Forum for the Discussion of New Trends in Education, 1978
Just as the Grey Squirrel and the Little Owl were brought to England by well-intentioned enthusiasts so also are well meaning educational enthusiasts anxious to import attainment tests from America. In the former case the results were disastrous for ecology and this research stresses some of the lessons to be learned from the American experience…
Descriptors: Academic Achievement, Academic Standards, Accountability, Critical Thinking
Alberta Dept. of Education, Edmonton. Student Evaluation Branch. – 1997
The summary information in this report provides teachers, school administrators, students and the general public with an overview of results from the January 1997 administration of the Social Studies 30 Diploma Examination for the province of Alberta, Canada. The summary is divided into: (1) description of the examination; (2) achievement of…
Descriptors: Academic Achievement, Comparative Education, Educational Testing, Foreign Countries
Health Services and Mental Health Administration (DHEW), Rockville, MD. Div. of Emergency Health Services. – 1971
This is the second report on the school achievement of children 6-11 years old in the noninstitutionalized population of the United States as estimated from the Reading and Arithmetic subtest data of the Wide Range Achievement Test (WRAT) obtained in the Health Examination Survey of 1963-65. It contains findings by selected demographic and…
Descriptors: Academic Achievement, Children, Comparative Testing, Demography
Pullis, Joe M. – Balance Sheet, 1976
The author states that the particular types of tests used in the classroom as well as the method of administering and evaluating the test may have a marked effect on the outcome of student measurement. The three most popular tests related to writing and transcribing shorthand--shorthand vocabulary tests, dictation tests, and transcription…
Descriptors: Academic Achievement, Business Education, Business Skills, Educational Testing

Wesp, Richard – Teaching of Psychology, 1986
Students in two introductory psychology classes using a personalized system of instruction were assigned to either daily quizzing or self-initiated quizzing treatment conditions. Results showed students in the daily quizzing section completed course work more rapidly and earned higher grades by reducing procrastination. (Author/JDH)
Descriptors: Academic Achievement, College Instruction, College Students, Educational Testing
Crane, Robert – 1978
The science achievement of American students ages 9, 13, and 17 was measured during the 1976-77 school year. Overall, 543 different questions were asked in the cognitive assessment of science at the three age levels. The questions were developed according to a two-dimensional matrix. One dimension, the classification of the cognitive abilities…
Descriptors: Academic Achievement, Educational Assessment, Educational Research, Educational Testing
NJEA Review, 1977
Examines the continuing controversy on test scores and student achievement in New Jersey. (RK)
Descriptors: Academic Achievement, Academic Standards, Basic Skills, Compensatory Education

Gandal, Matthew; McGiffert, Laura – Educational Leadership, 2003
Relates why educators should embrace tests as tools for transforming teaching and learning. States that rigorous and meaningful testing can help ensure the academic achievement of all students. Further, useful education assessments must make clear what they measure, and they must measure what educators value most. (Contains six references.) (WFA)
Descriptors: Academic Achievement, Accountability, Course Evaluation, Educational Testing