Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility…

This appendix volume supplements "Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004" analyzing the early progress of the first five assessment systems participating in the Innovative…

Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states flexibility from…

Interpreting the image-language interface in multimodal texts is now well recognized as a crucial aspect of reading comprehension in a number of official school syllabi such as the recently published Australian Curriculum: English (ACE). This article outlines the relevant expected student learning outcomes in this curriculum and draws attention to…

Contends that educational reform strategies that feature measurement-driven instruction as their centerpiece are often maligned as "quick fixes." Although asserting that measurement-driven instruction has potential benefits, notes that assessment experts should share their knowledge with policymakers to avoid ineffective strategies. (Author/NB)

This paper explores gifted education and plans for inservice teacher education in gifted education programs in Iowa. A survey was conducted of 238 Iowa public school districts having programs for gifted students. Initial analysis of the data involved a frequency count for each of 13 survey items which rated program emphasis on major provisions of…

Teachers are practically unanimous in their opinion that the benefits derived from a mandated testing program are less than the costs in teacher/pupil time and money, the same information might be obtained from fewer tests, and teacher evaluations are more accurate than mandated tests in assessing pupils' abilities. (Author/CM)

This is the first report from a 5-year study of the classroom level effects of state assessment reforms. The first year examines changes in the teaching of writing and mathematics in Kentucky elementary and middle schools as a result of the Kentucky Instructional Results Information System and the Kentucky Education Reform Act (KERA). This report…

Kentucky has been implementing test-based accountability for almost a decade, making it a good site for studying the effects of the milepost testing model. In 1996, a study was undertaken of the impact of standards-based assessment on classroom practices in Kentucky. Kentucky teachers (n=365) were surveyed about their classroom practices and other…

The impact of Kentucky state testing on educational practices in Kentucky public schools was investigated via a survey study. Randomly selected urban and nonurban teachers and principals (4 groups, N=180) throughout the state participated in the survey. Findings indicate that this state testing program has substantial impact on educational…

This study examines the impact of the Pennsylvania writing assessment policy on writing instruction and teaching methodology. Drawing on self-reported teacher perceptions and classroom practices, the study also attempts to identify the factors that influence teacher beliefs and their use of materials and processes related to the state writing…

Teachers' reactions to the administration and scoring of the Maryland School Performance Assessment Program tests (MSPAP) were studied, focusing on their direct and indirect exposure to tasks and evaluative criteria through the experience of scoring the MSPAP. Since its inception in 1991, the MSPAP has been scored in-state by certified teachers…

The 1988 Writing Objectives Assessment is the fifth such assessment by the National Assessment of Educational Progress (NAEP) in grades 4, 8, and 12, since the program began in 1969. The objectives reflect a consensus of opinion regarding the process of writing: that it is used for a variety of purposes and audiences, and that the form and process…

These standards are intended to assist local school districts in New York State in selecting educational resources and audiovisual equipment and in providing for testing, guidance, and counseling services under Title IV, Part B of the Elementary and Secondary Education Act. The main purpose of the standards is to establish qualitative and…

The 1986 and 1988 Reading Objectives Assessment of the National Assessment of Educational Progress (NAEP) reflects a consensus of opinion about the processes of reading for grades 4, 8, and 12. The objectives are based on an interpretation of reading as an interactive process between the reader, the reader's purposes and previous experiences, the…