Testing programs are often classified as high or low stakes to indicate how stringently they need to be evaluated. However, in practice, this classification falls short. A high-stakes label is taken to imply that all indicators of measurement quality must meet high standards; whereas a low-stakes label is taken to imply the opposite. This approach…

This document describes the breadth of the research that the ETS (Educational Testing Service) Research & Development division is conducting in 2010. This portfolio will be updated in early 2011 to reflect changes to existing projects and new projects that were added after this document was completed. The research described in this portfolio falls…

Nevada statutes and administrative regulations specifically prohibit the disclosure of the content of examinations used in the Nevada Proficiency Examination Program. This document focuses on procedures to insure examination security. The state's test security requirements are outlined. Other sections deal with access to and copying of examination…

This report was requested by the Lunenburg, Massachusetts Public Schools through the Merrimack Education Center. Under the agreement with the Center, the consultant, with the assistance of several associates, evaluated the statewide program in the town of Lunenburg. Objectives were to determine the system's total evaluation needs from an…

The president of the Educational Testing Service gives a history and an overview of the organization. (IRT)

Describes the Comprehensive Achievement Monitoring (CAM) program which has been in effect in Hopkins, a Minneapolis suburb, since 1970. CAM tests are given regularly and frequently, with each test graded and returned to the classroom within a day or two. Much teacher time is saved and the students can see where they stand while the course is in…

Calculated year-1 to year-2 stability of assessment data from 21 states and 2 Canadian provinces. The median stability coefficient was 0.78 in mathematics and reading, and lower in writing. A stability coefficient of 0.80 is recommended as the standard for large-scale assessments of student performance. (SLD)

The 2000-2001 school year brought changes in statewide testing in Montana and in assessment requirements tied to two federal programs, Title I and Special Education. This document provides guidance to districts about their responsibilities relative to the involvement of students served by these programs in statewide assessment, describing the ways…

This paper considers the size of the marketplace for education testing. The discussion is focused on commercial standardized achievement tests produced for the elementary and secondary market, the "Elhi" market. A few testing companies now account for the bulk of the test sales in the Elhi market, but it is difficult to obtain exact…

Careful management of a testing program can greatly limit a teacher's opportunity to cheat while administering standardized tests to students and can increase the likelihood that such cheating will be detected. The Austin Independent School District's systemwide testing staff's plan for controlling cheating has three basic premises: (1) plan and…

This theme issue focuses on the use and consequences of high stakes tests. The lead article, "High-Stakes Testing: Too Much? Too Soon?" by Sherry Freeland Walker, introduces the topic and related issues, outlining the pros and cons of high stakes testing by the states. The problem, some experts say, is that states have tried to do too much too…

This paper provides information on testing programs for elementary and secondary school students that are administered or coordinated by the Office of Educational Accountability within the Wisconsin State Department of Public Instruction. The first section provides background and definitions of assessment alternatives, including various types of…

This manual contains guidelines for administering the Alberta, Canada, Achievement Testing Program in June 1987. The tests are administered to all students in grades 3, 6, 9, who have not been granted special exemption. The first section of the booklet includes information on the Achievement Test schedule, exemptions from the Achievement Testing…

Differential functioning of males and females on achievement test items was studied in a sample of 110,000 students in kindergarten through grade 12. First, item parameters and ability estimates for these parameters were obtained from LOGIST computer program runs for the entire group. Predicted performance for each item for each group was…

School testing programs in many cases have been limited to obtaining an IQ score and achievement scores in reading and mathematics for each student. Testing in the U.S. Department of Defense Overseas Dependents Schools followed this pattern and was under attack from many sides. Consequently, the testing program was suspended in 1971 to provide…