Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second…

Due to the unquestionable roles of technology in language classes, it might be necessary to use computers in assessing language knowledge. This study aimed to examine how computers may be used to assess language ability of [English for Specific Purposes] ESP students. Sixty computer-major university students at Abadan University are the…

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)

This article examines what types of language tests are suitable in evaluating instructional programs in testing for educational accountability. Norm-referenced measurements are found unsuitable for this purpose; new, criterion-referenced tests must be developed. (CHK)

The Comprehensive Tests of Basic Skills in reading, language, and mathematics was administered to 3,417 second through twelfth grade students plus 201 resource room special education students for a total of 3,618 students, 97% of the student population in the Crete-Monee (Illinois) School District, in April, 1986. The test results were compared:…

A resource is presented for those who work in bilingual education and who are involved in test selection. Initial information is provided regarding tests that might be used for student identification, placement and diagnosis, progress monitoring, exiting decisions, and program evaluation purposes. No endorsement or recommendation is implied and no…

Spring 1984 achievement test results for court-identified, minority isolated (MI) schools in the San Diego Unified School District are reported. The Comprehensive Tests of Basic Skills (CTBS) were used to measure progress in the areas of reading, language, and mathematics. Language and math scores trended upwards across grades; reading also…

This handbook describes the nature, uses, and limitations of the Modern Language Association of America (MLA) language proficiency tests for teachers and advanced students. The proficiency tests are examined in seven areas of language teaching competence: listening comprehension, speaking, reading, writing, applied linguistics, civilization and…

This compendium of over 250 evaluation instruments in use by project sites throughout the U.S. is designed to assist bilingual/bicultural educators in locating, developing, or adapting evaluation instruments suitable to local assessment needs. The titles and descriptions of instruments listed are those provided by staff in bilingual/bicultural…

Test results are presented from the 11th year of the Arizona Pupil Achievement Testing Program, administered as mandated by the state legislature, which requires that a nationally standardized norm-referenced achievement test in reading, grammar, and mathematics be given to students in grades 2 through 11, with representative samples tested in…

Test results are presented for the Arizona Pupil Achievement Testing Program for fall 1991. In the 1991-92 school year, the state legislature mandated that only grades 4, 7, and 11 be tested. Although school districts could elect to test other grades, results in this report represent only tests for grades 4, 7, and 11 on either the Iowa Tests of…

This publication is one of a series designed to inform and assist those responsible for foreign language instruction, including teachers, administrators, supervisors, and those engaged in teacher education. The complete series serves as a curriculum guide. The format of the series is such that it can be revised so as to keep materials current.…

This report provides a profile of state testing programs in 1992-93, as well as a view of classroom testing practices by state, school district, school, or individual teacher. Information, taken from a variety of sources, including the National Assessment of Educational Progress and a General Accounting Office study, indicates that the…