This booklet describes a 5-day orientation and assessment program (for economically disadvantaged people who are unemployed and have no marketable skill) designed (1) To determine the trainees' level of learning, his aptitudes, attitudes, abilities, behaviors and interests in the employment field; and (2) to introduce the trainee to the world of…

In a survey of 51 state science supervisors, 93 percent of the supervisors who replied said that state-wide minimum-competency testing did not assess science learning. (BB)

Curriculum reform in Scotland in the 1970s is described. The implications for testing and teaching are discussed. (GDC)

Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

A response to the Minister of Education's announcement of provincewide testing in English and mathematics and a look at the tests thay may be used. (CRH)

In 1982, Lansing (Michigan) Public Schools took the stance that their low Michigan Educational Assessment Program (MEAP) scores were not reflective of what their students really knew and that, with some short- and long-range planning, scores would improve dramatically. The districtwide effort is briefly described here. (BW)

This document is designed to show the connections between assessment tools available for primary and intermediate grades in the Kentucky public schools. Sections of the document outline the essential assessment tools and give information about how they support and mirror each other. These tools can be used to bridge the knowledge of primary and…

Addresses issues in evaluating the consequences of assessment programs that are developed to hold schools accountable to state standards. Proposes a validation study to obtain consequential evidence for state assessment and accountability programs that includes a validity argument, propositions that follow from the validity argument, a definition…

Discusses the problems associated with the assessment of art and design. Identifies criterion-referenced assessment practices within the British General Certificate of Secondary Education (GCSE) program as central to the development of a system of examination which is more fair to participants. (KO)

If annual performance assessments are to yield results that can be compared from year to year, many technical problems must be addressed. It is essential that tests to be equated measure the same construct. Methods of equating performance assessment scores, ways of equating system assessments, and standard setting are discussed. (SLD)

State and local policies for disseminating information to parents about statewide educational assessments were studied in a survey of 41 state program directors. Two studies in Michigan examined state policies in 201 districts and the degree to which 105 parents understood test results. Implications for information dissemination are discussed.…

Eight criteria developed by the National Forum on Assessment (Washington, DC) as guidelines for evaluating existing and proposed assessment systems at any level are listed. Criteria call for clear definitions and fair assessments to assist educators and policymakers in improving instruction. Continuous review and improvement are recommended. (SLD)

The five chapters of this report provide resources that deal with the validity, generalizability, comparability, performance standards, and fairness, equity, and bias of performance assessments. The book is written for experienced educational measurement practitioners, although an extensive familiarity with performance assessment is not required.…

Defines four essential elements of a system of educational standards: (1) common, rigorous student achievement standards; (2) state-administered assessments; (3) explicit rewards for achievement; and (4) opportunity to reach the standards. Practices to ensure these conditions and enact a system based on these elements are discussed. (SLD)

The usefulness of traditional concepts of validity and reliability, developed for large-scale assessments, for the classroom context is explored. Alternate frameworks that situate these constructs in teachers' work in classrooms are presented, and their use in an assessment course for preservice teachers is described. (SLD)