Concludes that students whose teachers participated in process-model inservice training performed significantly better on a number of writing evaluation criteria than did those of teachers who had relied on a skills-approach technique.

Presents a short summary report of the results of a national survey, commissioned by the SCA Committee on Assessment and Testing, to determine the range and degree of assessment occurring in colleges and universities and to evaluate the methods used to assess the communication skills of college students. (PD)

Discusses what areas of ability are being assessed in timed, closed-book examinations and to what extent the procedure might foster possible educational objectives. Also describes a list of 10 "qualities" by which a mathematics question can be graded to see what skills are needed for its solution. (Author/JN)

Beginning in 1998, a state program called Reaching for Results began focusing on raising achievement for all Louisiana students. This program includes two different approaches: (1) teaching strategies that support students in meeting educational outcomes that will prepare them for life after school; and (2) assessments that evaluate student…

The purpose of this paper is to explore the possibility of using the principle of "superposition of states" (commonly illustrated by Schrodinger's Cat experiment) to understand the process of using standardized testing to measure a student's learning. Comparisons from literature, neuroscience, and Schema Theory will be used to expound upon the…

The widely used Woodcock Johnson (WJ) Test of Achievement has been separated into two distinct tests, Achievement and Cognitive Abilities. This book is designed to help busy mental health professionals acquire the knowledge and skills they need to use the third revision of the WJ Tests of Achievement (WJ III ACH) , including administration,…

This book attempts to promote improved understanding of assessment concepts by addressing the broad expanse of issues facing educators as they go about their duties and fulfill their responsibilities in schools and classrooms. The chapters in the book address some of the "hot button" issues related to testing and assessment in our nation's…

This set of mini-lessons contains staff meeting activities to help a school's staff understand large-scale standards-based assessment and promote student achievement through improved classroom assessment practice. These lessons contain a clear statement of what teachers need to know and be able to do with respect to student assessment. They…

This document is intended for use in conjunction with "Policies and Procedures for Accommodations and Alternate Assessment to the MEA," and both the "MEA Principal/Test Coordinator's Manual" and the "MEA Test Administrator's Manual." The first section, Enrollment, covers the following subjects: (1) Participation of Enrolled Students; (2) Students…

Summarizes classifications of educational objectives, types of test items, and principles underlying the construction of tests. Indicates that a combination of essay and objective tests is preferable in the overall evaluation of a course. (CC)

Describes the presence of high correlations between pooled scores on two test formats when administered to 170 students in an introductory physics course. Concludes the gradability of machine scorers is comparable to that of manual grading in this repeated-measures design. (CC)

Discusses problem involved in achieving and/or evaluating effective differentiated staffing--the problem of defining and measuring differences in traditional terms (longevity, etc.) rather than functional ones (planning, evaluating, etc.) Cites three studies which illustrate the way in which research and current practice tend to reinforce each…

Paper presented at National Convention of the American Speech and Hearing Association (42nd, Washington D.C., Nov. 19-22, 1966). (JJ)

Compared Hispanic students' (N=51) self-ratings of personality with less direct assessment by the Sixteen Personality Factor Questionnaire. Results showed that Hispanic students could rate themselves accurately on 50 percent of the factors when given only the names of the dimensions, suggesting differential patterning for perceived versus measured…