Between March and June of 2014, the Smarter Balanced Assessment Consortium conducted a field test of its new online assessment system. Thirteen participating states provided the results of surveys given to students and adults involved in the Field Test. Overall, more than 70% of test coordinators in each of seven states indicated that the Field…

This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the…

Since 1969 National Assessment of Educational Progress (NAEP) reports on the scholastic achievements of the nation's elementary and secondary level students have been appearing frequently. The reactions to these reports are a perplexing mix of acclaim and criticism, of expressed respect but apparently slight regard. This study assesses NAEP and…

The New York State Regents Competency Tests in Writing and Comprehensive Examination in English reflect the belief that the current emphasis on test results mandates that testmakers produce tests that actually test what they purport to test, reflect what educators agree should be taught, and have a beneficial influence on teaching. Prior to the…

Examines the purposes of large-scale assessment programs, outlines the dangers and benefits of these assessments, considers the research evidence about the consequences of assessment, discusses how to evaluate assessment quality, and presents some ideas about the variables that influence the probabilities for good and bad assessment. (SLD)

Reports on an ongoing evaluation of the Vermont portfolio assessment program. Indicates that the positive news about the instructional effects of the assessment program are in contrast with the empirical findings about the quality of the data the program has yielded. (SLD)

This paper resulted from the work of the Study Group on Transitions in Assessments from IASA ("Improving America's Schools Act of 1994") to NCLB ("No Child Left Behind Act of 2001") comprised of state educational specialists and consultants of the Comprehensive Assessment Systems for ESEA ("Elementary and Secondary Education Act of 1965") Title I…

The Dallas Independent School District (DISD) is rapidly progressing from the position of having an assessment program that does not work to the position of having an assessment program that does work. The perception that assessment is separate from instruction has changed to a view of assessment as part of a four-stage model including planning,…

Discussed are the procedures implemented in the Orleans Parish Schools in response to the Louisiana state-mandated promotional testing program (Act 750, 1979), and concerns regarding its value. Recent findings raise fundamental questions about whether an exclusively skills-focused curriculum in the early years provides the needed grounding in…

This report presents findings from the evaluation of the second year of the professional services agreement between the Detroit, Michigan, Public Schools and Sylvan Learning Systems, Inc. Under a contract with the school system, Sylvan attempted to improve the reading achievement of low-achieving students in 10 Title 1 schools. The program…

The effect of a basic competency education program on the achievement of high, average, and low-achieving students was examined for the Alabama Basic Competency Education program (BCE). California Achievement Tests scores in reading, mathematics, and language were examined for 3 years prior to initiation of the BCE program and for 3 years…

The Texas Examination of Current Administrators and Teachers (TECAT), is a basic literacy test that was administered to 202,000 practicing educators in March 1986. The test was developed in response to state action for educational reform. The Texas reform legislation provided for redistribution of resources to poorer schools and for salary…

The Palos Verdes Peninsula Unified School District Office of Program Evaluation and Research is responsible for providing information for program development and improvement; providing test information to special programs coordinators; and acting as a clearinghouse for all information concerning tests, evaluation methodology, and educational…

The experiences of state and local education agencies in implementing the RMC evaluation models in their evaluations of Elementary and Secondary Education Act Title I programs are discussed with emphasis on the problems encountered, suggestions for resolving these problems, and encouraging results which have been reported. Four activities are…

"No Child Left Behind" (NCLB), the title of the federal Elementary and Secondary Education Act, describes a worthy goal for this nation. Tragically, NCLB is aggravating, not solving, the real problems that cause many children to be left behind. NCLB must be overhauled if the federal government is to make a useful contribution to…