Assessing Pupils' Progress (APP) arose from a government drive to increase the amount of teacher-based assessment within school and to make this consistent across schools. We conducted semi-structured interviews with head teachers to gain insight into how their schools applied APP and we compared the APP levels for English and Maths, provided by…

Language, literacy and numeracy are necessary for greater workforce participation, productivity and social inclusion. Being able to measure the level of proficiency in these skills, and any changes in the level of skills, is important for getting a sense of how well language, literacy and numeracy programs are working. Two measurement tools used…

This paper examines the current academic and policy literatures concerning school evaluation in primary and secondary education within the OECD countries. First, it provides a typology of the existing systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments commonly used to carry out schools evaluation, as…

This paper examines the relationship between high-school examinations and university expectations for a well-prepared student. Its purpose is to explore the alignment between state, standards-based assessment systems and the expectations students face once they undertake university studies. It uses a proven methodology for analyzing the congruence…

The High Level Seminar on Educational Achievement in Asia and the Pacific was organized in collaboration with the UNESCO Regional Office for Education in Asia and the Pacific (Bangkok, Thailand). The objectives were to exchange information and experiences on educational assessment at the primary and secondary school levels; to review major…

When the National Assessment of Educational Progress (NAEP) was designed 20 years ago, comparisons among individual states or localities were not deemed desirable. Today, this lack of information to allow comparison is judged to be a serious weakness of the NAEP, and ways to allow comparisons are actively sought. The focus of this paper is to…

This guide describes the New York State assessment process as a framework for other districts aiming to develop an effective approach to performance assessment. In 1984-85 the New York State Board of Regents initiated the Comprehensive Assessment Report (CAR) as a process of reporting and using education results throughout the state. The…

Identifies important criteria for assessing the quality of educational research and applies these 20 identified criteria to 2 recent international comparative studies in education, the Second International Science Study and the first International Assessment of Educational Progress. The major types of criteria are utility, propriety, and accuracy.…

To determine the appropriateness of existing writing assessment instruments, to set directions for future assessment, and to ensure that assessment instruments are consistent with the requirements of the new English curriculum of the Northern Territory (Australia), teachers were sampled to determine how they used the booklets of moderated writing…

This memorandum presents the report and recommendations of the Ad Hoc Committee on the Future of the National Assessment of Educational Progress (NAEP). The Ad Hoc Committee was created by the National Assessment Governing Board in 1992 to prepare recommendations on non-mandated subjects to be assessed by the NAEP and to prepare a discussion paper…