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Download full textNew York State Education Department, 2023
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
New York State Education Department, 2020
The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020…
Descriptors: Testing Programs, Language Arts, Language Tests, Computer Assisted Testing
New York State Education Department, 2022
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
New York State Education Department, 2022
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
New York State Education Department, 2021
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
New York State Education Department, 2020
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
New York State Education Department, 2019
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual and the policies and procedures must be followed as written so that testing…
Descriptors: Testing Programs, Mathematics Tests, Test Format, Computer Assisted Testing
Direct linkSzarko, Julia E.; Brown, Alec J.; Watkins, Marley W. – Journal of Applied School Psychology, 2013
The authors examined the difference in standardized test performance when familiar versus unfamiliar examiners tested 26 preschool and elementary-aged children with autism. The children were matched by age, severity, and developmental level and then randomly placed into familiar and unfamiliar examiner groups. Familiarity with the examiner was…
Descriptors: Familiarity, Standardized Tests, Autism, Examiners
Hu, Ran – TESL-EJ, 2013
The Task-based Language Teaching (TBLT) method has been the proposed teaching method under the current national English curriculum since 2001. However, few studies have investigated in-service teachers' response to this proposed language teaching method. In this study, thirty public school English teachers were recruited in Beijing across school…
Descriptors: Teaching Methods, Curriculum Development, Foreign Countries, English (Second Language)
Noland, Ramona M. – Journal of Psychoeducational Assessment, 2009
Reliable and valid assessment of individuals who are English language learners (ELL) has presented a dilemma to psychologists, and school psychologists in particular, as it is complicated by the small number of professionals qualified to serve as bilingual examiners. Some psychologists use ancillary examiners during testing when no bilingual…
Descriptors: Psychologists, Examiners, Limited English Speaking, Bilingualism
Peer reviewedMishra, Shitala P. – Journal of Clinical Psychology, 1983
Compared scores of 40 children on the McCarthy Scales of Children's Abilities when administered by a trained examiner or mechanically administered. The two administrations did not produce significant differences in performance except for the Words and Sentences subtest, which scored significantly higher when administered by examiner. (JAC)
Descriptors: Elementary Education, Elementary School Students, Examiners, Intelligence Tests
Peer reviewedStouwie, Roger J.; And Others – Developmental Psychology, 1970
Descriptors: Achievement, Elementary School Students, Examiners, Personality Development
Peer reviewedSchroeder, Harold E.; Kleinsasser, L. Dennis – Journal of Consulting and Clinical Psychology, 1972
Descriptors: Behavior Patterns, Bias, Elementary School Students, Examiners
The Effects of Three Modes of Test Administration on the Reading Achievement Scores of Fifth Graders
Peer reviewedJohnson, Gary L.; Hummel, Thomas – Elementary School Guidance and Counseling, 1971
The study concludes that nonstandard examiner behavior of the type studied can increase the scores of some students. Students' percentile ranks and grade equivalent can change solely as a function of examiner behavior. (Author)
Descriptors: Achievement, Elementary Education, Elementary School Students, Examiners
Peer reviewedSaunders, Bruce T.; Vitro, Frank T. – Psychology in the Schools, 1971
The results of the present study suggest that clinical cognitive assessment is not influenced by examiner bias as in experimental or nonclinical assessment. A bias effect was not observed as a result of the referral process. The halo effect demonstrated in previous studies was not observed in this study. (Author/BY)
Descriptors: Bias, Cognitive Measurement, Consultation Programs, Counselors
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