Currently, too few people have too much influence over those who control the education research purse strings. And, those who control the purse strings have too much influence over policy decisions. Until folk at the Bill and Melinda Gates Foundation and the US Education Department--to mention just a couple of consistent funders of education…

Test-based accountability as well as value-added asessments and much experimental and quasi-experimental research in education rely on achievement tests to measure student skills and knowledge. Yet, we know little regarding fundamental properties of these tests, an important example being the extent of measurement error and its implications for…

This report examines the differences in impact estimates and standard errors that arise when these are derived using state achievement tests only (as pre-tests and post-tests), study-administered tests only, or some combination of state- and study-administered tests. State tests may yield different evaluation results relative to a test that is…

The use of standardized tests for outcome assessment has grown dramatically in recent years. Two driving factors have been the No Child Left Behind legislation, and the increase in outcome assessment measures by accrediting agencies such as AACSB, the international accrediting body for business schools. Despite the growth in usage, little effort…

There are many kinds of classroom assessment--from informal observation of students to more formal exams and standardized tests. Two categories have been identified--formative assessments and summative assessments. Formative assessments are used by teachers to provide feedback to students and to guide improvement of instruction. For example, if a…

On January 23, 1976, the Saskatchewan Department of Education distributed to schools, school boards and other interested groups and individuals some 1,800 copies of the report of the Minister's Advisory Committee on Student Evaluation. Discusses the findings of that report. (Author/RK)

Almost 20 years ago, the author wrote--and then privately published--the two "Lake Woebegone" reports, named after Garrison Keillor's mythical Minnesota town where "all the women are strong, all the men are good-looking, and all the children are above average." The first "Lake Woebegone" report documented that all 50 states were testing above the…

Describes various data suggesting that certain groups of students can handle challenging college programs effectively. Discusses who these students are and how, if at all, their high school preparation differs from that of the college students who require remedial courses. (Author/MA)

Discusses a project demonstrating that standardized tests can be developed in vocational agriculture under certain conditions to serve a wide geographical area and a diversified agriculture. (HD)

Part of a special issue on adaptive behavior, the article discusses three assessment-related issues: (1) clarity of the construct of adaptive behavior; (2) norm samples for adaptive behavior scales; and (3) predictive validity of adaptive behavior scales. Improvements are noted in the standardization properties of major adaptive behavior scales.…

The performance of two groups of adult students on the General Educational Development (GED) test was compared to determine whether there was a relationship between the level of student performance on a timed versus non-timed GED test. Each group consisted of the first three hundred students who took the test at twenty-six different testing…

This comprehensive evaluation of basic skills testing in California's elementary and secondary schools is divided into an executive summary and a collection of research reports. The summary evaluates current testing conducted by the state, school districts, and classroom teachers; describes experimental studies on new ways of testing and reporting…

A summary of the purpose of the project, a discussion of experiment design, some statistical analysis of test results, and implications are included in this article. Attempting to determine which of three audio-assistance systems--the audio-active, audio-record language laboratory, or the classroom tape recorder--is most effective in foreign…

Compares grades awarded by 5 examination boards for 11 subjects at A levels. Uses data from the A Level Information System (ALIS) project for 1989. Finds discrepancies among boards not statistically significant. Fails to identify grading as consistently severe or lenient. (NL)

Intended both to evaluate the California testing program's success in assessing student achievement in the basic skills and to suggest possible improvements in the program, this report includes an executive summary evaluating current testing procedures, describing experimental studies on new ways of testing and reporting testing information, and…