The Austin Independent School District (AISD) Office of Research and Evaluation presents the 1982-83 final report on Student Achievement. The major positive findings, as well as the major findings requiring action, are listed. The report discusses AISD student achievement in a question-answer format. (1) How does AISD student achievement compare…

This report provides Albuquerque Public School Administrative personnel with 1982-83 test result summaries for gifted students in grades 1 through 12 on the Scott Foresman Achievement Series tests and the Developing Cognitive Abilities (D-CAT) test. These results are the first complete set of pre- and posttest data obtained on gifted students over…

Roles suggested for the National Assessment of Educational Progress (NAEP) in proposed national testing are discussed. Recent proposals center around monitoring, evaluation and accountability, and serving as a benchmark for other tests. Monitoring has been the traditional function of the NAEP, and in this role, its influence has been substantial.…

A series of reports describes the activities of the Office of Research and Evaluation and compiles data descriptive of the Austin (Texas) Independent School District. This report consists of four appendices, one for each of four test batteries: California Achievement Tests, Sequential Tests of Educational Progress, Boehm Tests of Basic Concepts,…

The "DATAWave" is a biweekly publication of the Assessment Resource Office (ARO) at Eastern New Mexico University (ENMU). Its purpose is to inform the campus community and broader constituencies on assessment issues and practices at ENMU. The university's 10-year history of outcomes assessment is reflected in the topics of the 6 editions…

This summary report is intended to provide answers to questions that local school personnel may have concerning the 1980-81 South Carolina Statewide Testing Program. The Comprehensive Tests of Basic Skills, Form S(CTBS/S), which measure reading, language, mathematics, science, social studies, and reference skills, were administered to 134,753…

In discussing the third national assessment of reading and literature, four major points can be made. First, norm-referenced tests and criterion-referenced tests ignore serious ethical and measurement problems, namely, we don't know enough about individual differences to do such testing and the outcome, social class tracking, is ethically…

A series of reports describes the activities of the Office of Research and Evaluation and compiles data descriptive of the Austin (Texas) Independent School District. This report describes the system-wide evaluation data for the school year 1976-77, which demonstrate improved performance in the basic skills areas of reading and mathematics,…

Biology, Chemistry, Earth Science, Physics, and Ecology assessment instruments were administered to approximately 1,800 nine year old and 1,800 seventeen year old Massachusetts students. The 9 year old students exceeded the performance of a national and international sampling of students. They equaled the performance of a sampling of students from…

This paper discusses the relationship of the content of nationally standardized and normed achievement tests and that of local school curricula and the effect that relationship has on the meanings and uses of the test scores. The following questions are considered: (1) whether tests have to match what is taught to be useful; (2) whether it is fair…

This report encompasses the results of two 1974-75 testing programs: (1) the Florida Statewide Assessment Program of communication skills and mathematics, administered to pupils in grades 3, 6, and 9, and (2) the countywide testing program involving the Stanford Achievement Test, a national standardized test administered to pupils in grades 1-12.…

The Chief State School Officers of the Southern Regional Education Board (SREB) have adopted a recommendation calling for comparable state measures of educational progress through multiple indicators, including student achievement. Current state criterion-referenced testing programs provide information regarding specific student skills and…

The results and methodology of the South Carolina 1977-78 statewide spring testing program for grades 3, 6, and 11 are presented and discussed. The discussion of the results focuses on a comparison of the 1978 results to national norms, a comparison of 1978 to 1977 results, a performance comparison across grade levels, and a comparison of skill…

Educational standards, student achievement and basic skills are discussed. Various definitions of standards are given, and a definition which encompases individual differences is preferred. Educational research conducted in New Zealand indicates that there has been no sharp decline in academic achievement, although in primary- and…

As part of its academic testing program and the evaluation of academic achievement, the Des Moines (Iowa) Public School System administers two standardized, norm-referenced achievement tests. These are the Iowa Tests of Basic Skills (ITBS) and the Iowa Tests of Educational Development (ITED). This document provides information regarding…