Presents a state-of-the-art review of educational testing problems and programs with regard to determining the political knowledge of students in elementary and secondary schools. Concentrates on examining and critically reviewing test instruments. (Author/DB)

Reports on the effort by the National Teacher Examination to set standards in the field of speech communication. Describes the way in which the examination is put together and discusses some of the strengths and weaknesses of such a method. (KEH)

Develops and evaluates the linkage of the Armed Services Vocational Aptitude Battery to the mathematics scale of the National Assessment of Educational Progress. The accuracy of the proficiency distribution estimated from the projection was close to the accuracy of the distribution estimated from the large scale assessment. (SLD)

This book is a collection of nine commissioned papers that consider the educational reform represented by performance assessments, their advantages and disadvantages, and the challenges of successful implementation. Both theoretical and practical issues are addressed. (SLD)

This publication is designed to aid teachers, principals, district staff, and other educators in reading, interpreting and using the data from the October 1983 Florida Statewide Assessment. This guide is divided into three main sections: an introduction; a discussion of the forms used to report results, and suuggestions for interpretation and…

The purpose of this handbook is to assist state, district, and school personnel in implementing the Assessment Component of the Foundation Program Assessment and Improvement System (FPAIS). The FPAIS is a comprehensive system for managing curriculum, intended to improve instruction for students. The Assessment Component includes the gathering and…

The Comprehensive Tests of Basic Skills (CTBS) was administered to pupils in Grades 2 through 7, 9 and 11 during the 1979-80 school year as part of the Corvallis School District's testing program. Results of the CTBS, herein expressed as mean (average) percentile rank scores from each of the grades tested, are compared with those of prior years.…

Sampling activities for Year 11 of the National Assessment of Educational Progress began in 1977 when plans were begun to Years 11-14. In March 1979 the sample was selected and allocated. In-school secondary sample selection activities were carried out during May through August, 1979, and in-school package assignment and field support activities…

This pamphlet contains a summary of the scheme of assessment to be used in each of the experimental examinations devised as part of the 16+ examination research program. The committees of the School Council agreed to the publication of this material to encourage further discussion and to inform teachers about development in the experimental 16+…

The current status of state testing programs is assessed drawing primarily on information provided by the Educational Testing Service publication, "State Testing Programs, 1973 Revision." Increases in state operated programs are indicated and are probably due to an increase in federal money for testing purposes. Because of possible…

Reviewed in this public relations publication is an overview of programs, goals, and procedures written for parents and lay groups as well as segments of the educational community. (RC)

Pennsylvania's Educational Quality Assessment Program provides each participating school with a building level report in which state percentiles are a prominent part. Multiple matrix sampling was being considered as a technique to reduce testing time. However, there was great concern that the error associated with estimating the school mean might…

The ultimate test for success of a statewide assessment program is the extent to which the assessment data and information are used by the intended assessment audiences. The major premise adopted in this paper is that involvement of parents, teachers, and school administrators in the assessment process is the key to acceptance and subsequent use…

State-level assessment is necessary so that parents, communities, and the legislature can know the cost and the benefits of the educational system as a whole. (Author/MLF)

A response, by Carlson, to the National Commission on Excellence in Education's report proposes establishment of an independent agency. This entity, in conjunction with the National Assessment of Educational Progress, would define common content domains, develop calibrated normed item banks, and develop content referenced reporting systems. (DWH)