Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics,…

This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered…

A number of forces are likely to contribute to future issues in educational assessment: (1) reduction in government resources, (2) financial pressures broadening the diversity of post-secondary applicant pools; (3) adult student emergence at the post secondary level; (4) concern with accountability of schools and educators; (5) strengthening of…

An annotated bibliography concerning proficiency development in schools identifies sources which focus on the identification and development of basic skills. Topics explored include: (1) issues and definition in proficiency development; (2) assessing the state of proficiency development; and (3) instructional techniques and programs. (JN)

This report reviews the current status, empirical findings, theoretical issues, and practical considerations related to state-level minimum competency testing programs. It finds that, although two-thirds of current testing programs now use direct writing prompts to assess writing achievement, essentially all programs rely on multiple choice tests…

Consisting of items from the 1998 Minnesota Comprehensive Assessment as well as some items created specifically for the Practice Test, this Practice Test intends to be representative of the type of test and contain items similar to those that appear on actual grade 5 reading tests. These practice tests are not intended to be psychometrically…

Consisting of items from the 1998 Minnesota Comprehensive Assessment as well as some items created specifically for the Practice Test, this Practice Test intends to be representative of the type of test and contain items similar to those that appear on actual grade 3 reading tests. These practice tests are not intended to be psychometrically…

Discusses issues and implication underlying the graduation competency testing movement in the social studies. Presents advantages and disadvantages of commercially and locally developed tests and outlines steps in selecting competencies and preparing tests. (KC)

The consequences of the minimum competency testing movement may bring into question the basic assumptions, goals, and expectations of our school system. The intended use of these tests is the assessment of students; the unintended consequence may be the assessment of the school system. There are two ways in which schools may fail in the context of…

Connecticut's experience with four different standard-setting methods regarding multiple choice proficiency tests is described. The methods include Angoff, Nedelsky, Borderline Group, and Contrasting Groups Methods. All Connecticut ninth graders were administered proficiency tests in reading, language arts, and mathematics. As soon as final test…

Consisting of four articles taken from the "Minneapolis Star Tribune" with 10 questions for each article, this Practice Test gives an answer sheet and an answer key (including specification to the type of question either Literal Comprehension or Inferential Comprehension). These practice tests are not intended to be psychometrically…

Discusses seven important issues that should be considered by educators in developing a minimal competency testing policy. (JG)

This study analyzed the written accommodation guidelines for students with disabilities in 18 states (Alabama, Florida, Georgia, Hawaii, Louisiana, Maryland, Michigan, Mississippi, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, South Carolina, Tennessee, Texas, and Virginia) that use graduation examinations. Each state uses a…

Discussing the established legislation and background behind the Minnesota Comprehensive Assessments, this document outlines reading test specifications for third and fifth grade. It gives specifications for grades three and five on Reading Passages, Readability, Test Conditions, and Test Forms. Two sections are devoted to details for each grade…

This annotated bibliography of 66 resources was developed as part of a federally funded project in Minnesota to promote the participation of students with limited English proficiency (LEP) and students with disabilities in the Minnesota Graduation Standards. Specifically, the project is encouraging participation in the Basic Standards Exams of…