Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group…

This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting…

This article describes briefly the education system of Cyprus and elaborates on the recent changes in its large-scale assessment (LSA) programme. Until 2005, two independent LSA programmes existed: one for school-graduation purposes and one for gaining entrance to higher education. The introduction of a dual-purpose LSA program in 2006, due to…

The investigation tested the mean overall grade level placement of senior students in Louisiana secondary schools for the 1973-74 school session to see if they could meet the same standard that was used for adult students as the prerequisite for General Educational Development (GED) testing for the high school equivalency diploma (that is a…

This handbook treats a restricted set of statistical procedures for addressing some of the most prevalent technical issues that arise in domain-referenced testing. The procedures discussed here were chosen because they do not necessitate extensive computations. The five major sections of the paper cover: (1) item analysis procedures for using data…

The research in progress that is presented in this paper focuses on the preliminary results of a study examining the differences and similarities in data obtained using the one-to-one versus small group procedures for designing and conducting formative evaluations of instructional materials. The materials chosen were the microbiology print module…

Results of the study indicate that the 3-choice, selected-response tests often utilized in programs of this type do not provide an accurate indication of end-of-year achievement for many children, and their continued use is not recommended. (Authors)

Technical considerations associated with item selection and reliability assessment are considered in relation to criterion-referenced tests constructed to provide group information. The purpose is to emphasize test building and the evaluation of test scores in program evaluation studies. It is stressed that an evaluator employ a performance or…

Criterion-referenced tests developed for four programs in the Southwest Regional Laboratory (SWRL) Kindergarten Curriculum are presented. Tests were developed to meet the following criteria: (1) they must accurately and thoroughly reflect the objectives and learning activities of the program, (2) when appropriate, they must be designed to allow…

The concept of tailored testing for individuals is applied to the construction of tests for special groups and extended to apply to item content as well as item difficulty. It is suggested that evaluators may decide to construct tests on the basis of a unique combination of items drawn from an item bank to fit the need of a particular group. At…

The PRINCE materials for undergraduate collegiate students, developed at Syracuse University, were field tested at six higher education institutions for this evaluation study. The materials, consisting of four versions of a simulation, were designed to teach skills for analyzing political situations from a strategic point of view, with the…

When selecting standardized reading tests for purposes of decision making, the school psychologist must answer several questions, such as "What reading skills do I wish to assess?" or "How do I judge if the test is technically adequate?" Recommendations for test selection are made within the context of these questions.…

It is asserted in this paper that some standardized tests do not do a good job of what they claim to do, and for some testing purposes nonstandardized tests are more appropriate or efficient. Under present circumstances, group I.Q. tests should be abolished. They provide no useful information that cannot be gained from achievement tests. And what…

The Michigan Educational Assessment Program (MEAP) is a statewide testing program in reading and mathematics, with other subject areas tested on a sampling basis. The MEAP tests are administered every fall to all fourth, seventh and tenth graders. This handbook was developed to assist educators in analyzing, using, and reporting MEAP test results.…

An achievement testing framework is being developed by the Los Angeles Unified School District to assess the educational progress of 14,000 secondary level compensatory education students with something other than standardized tests. The technique of multiple matrix sampling was applied to the use of large item domains in the subject area of…