Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

In 2000, the state of Nebraska passed legislation requiring the assessment of student performance on content standards, but its requirements were very different from those of any other state. Nebraska created what has come to be known as STARS (School-based Teacher-led Assessment and Reporting System). Under STARS, each of Nebraska's nearly 500…

The Nebraska Assessment Battery of Essential Learning Skills (N-ABELS) is a goal-oriented instrument with an evaluation component providing a basis for determining acquisition of twelve skills defined as learning goals. Each goal is stated in terms of an acceptable performance standard which clearly describes what the student must do. The skills…

This paper responds to an article that criticizes S. A. Cohen's position on the application of instructional alignment to teaching test wiseness. The value and ethics of using certain types of norm-referenced tests are criticized, based on data for the Missouri Mastery Achievement Test. (TJH)

Rasch model statistics and domain-referenced test development methods were used in the Virginia Basic Learning Skills (BLS) testing programs and the Graduation Competencies testing program in order to increase the fairness and effectiveness of those programs. Mastery of each of the 83 objectives in reading and mathematics for grades one through…

The Nebraska Assessment Battery of Essential Learning Skills (N-ABELS) is a goal-oriented instrument with an evaluation component providing a basis for determining acquisition of twelve skills defined as learning goals. Each goal is stated in terms of an acceptable performance standard which clearly describes what the student must do. The skills…

This report presents the Austin (Texas) Independent School District's 1985 test results on the Texas Assessment of Basic Skills (TABS). It was administered to all third, fifth, and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are…

Starting with the ninth grade, Hawaiian students are given the opportunity to take the Hawaii State Test of Essential Competencies (HSTEC) to demonstrate mastery of 14 Essential Competencies. These competencies are grouped into those covering the Basic Skills area and those covering the Other Life Skills area (e.g., distinguishing fact from…

A number of significant policy issues related to the use of competency tests in basic skills as a requirement for high school graduation are discussed. Issues contributing to the interest in this practice include test score decline, the widespread offering of electives in high school, the complaints of employers about the skill level of high…

South Carolina's Educator Improvement Act, a recently enacted teacher minimum competency testing measure, is described. The act mandates testing of basic skills and subject matter knowledge of college students planning to teach, and observational assessment of the performance of teachers and student teachers. Testing provisions are discussed. (PP)

This paper reports on an independent review of two examinations designed to assess teacher competencies: the Praxis Series and the Content Mastery Examinations for Educators (CMEE). The review was ordered by the Montana Department of Public Education in order to decide which battery of tests would replace the National Teacher Examination (NTE).…

The Texas Assessment of Academic Skills (TAAS) is a state-mandated, criterion-referenced or mastery test that has been administered since the 1990-91 school year. The TAAS measures student mastery of the statewide curriculum in reading and mathematics at grades 3 through 8 and at the exit level, and in writing at grades 4 and 8 and at the exit…

The Connecticut Mastery Test was designed to assess specific skill levels of students by measuring performance on various learning objectives that students can be expected to master. The grade 4 Connecticut Mastery Test, given for the first time in the fall of 1985, provides information which can be used to improve instruction and the basic skills…

The history of a statewide effort to improve student learning in Missouri by adopting the concept of an Instructional Management System (IMS) with desired learned outcomes determining both instruction and testing was suggested to local school districts in 1980. In 1985, legislation provided funds and authority to engage large groups of teachers in…

The Texas Educational Assessment of Minimum Skills (TEAMS) test was administered to pupils in grade 1 for the first time, at state level, in April 1986. Students with certain disabilities and those with limited English proficiency were exempted from this testing cycle. This 84-item test measured 21 objectives: 8 for mathematics, 9 for reading, and…