Students' self-efficacy expectations (SEE) in mathematics are associated with their engagement and learning experiences. Going beyond previous operationalisations of SEE we propose a new instrument that takes into account not only "facet-specificity" (expectations related to particular competences or skills) and "strength"…

An approach is presented to the definition of minimal competence for judges to use in standard setting. Panelists in standard setting must receive training to ensure that differences in rating result from differences in perceptions of item difficulty, not in differences of opinion about the definition of minimal competence. (SLD)

Training judges to generate item ratings in standard setting once the reference group has been defined is discussed. It is proposed that sensitivity to the factors that determine difficulty can be improved through training. Three criteria for determining when training is sufficient are offered. (SLD)

The test items in this booklet are sample life skill items representative of those found in the California Adult Student Assessment System (CASAS) Item Bank. The items are arranged in four sections--A, B, C, and D-- from easy to difficult. A four-digit coding system is used to define each item. The first digit represents the content area: consumer…

The Indiana Foreign Language Generic Competencies for Levels 1-4 define language-learning outcomes in terms of communicative competencies within generic cultural contexts. Nine cultural contexts (travel/transportation, the "world" of the target language, school and education, family and home, leisure time, meeting personal needs, world…

Addresses problems with mathematics and science curricula at both elementary and secondary levels, and calls for helping more students succeed at the physics level of the science curriculum. (PVD)