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Direct linkMullis, Ina V. S.; Bohrnstedt, George W.; Preuschoff, Anna Corinna; de los Reyes, Illiana; Stancavage, Fran; Martin, Michael O. – American Institutes for Research, 2012
National Assessment of Educational Progress (NAEP) has expended considerable effort to ensure high quality in data collection by developing standardized materials and survey operation procedures and using well-trained professional administrators. However, schools are allowed to minimize the disruption associated with pulling students out of…
Descriptors: Testing, National Competency Tests, Program Effectiveness, Scores
Gulikers, J.; Biemans, H.; Mulder, M. – Studies in Educational Evaluation, 2009
This study examines how different stakeholders experience the quality of a nationally developed assessment framework for summative, competence-based assessment (CBA) in AVET, which aims to reflect theoretical characteristics of high quality CBAs. The quality of two summative CBAs, based on this national framework, is evaluated along an extensive,…
Descriptors: Summative Evaluation, Student Evaluation, Evaluation Methods, Evaluation Criteria
Peer reviewedHulsart, Richard – Social Science Record, 1972
Descriptors: Citizenship, Educational Quality, Evaluation Criteria, Evaluation Methods
Dimitrov, Dimiter M. – Peabody Journal of Education, 2008
This substudy in the evaluation design of the Math and Science Partnership (MSP) Program Evaluation investigates changes in student mathematics and science achievement across three school years, 2002-03, 2003-04, and 2004-05, for MSP-related schools using Management Information System data with the Annual K-12 District Survey. First, changes in…
Descriptors: Program Evaluation, Science Achievement, Teacher Participation, National Competency Tests
Peer reviewedBangs, John – British Journal of Special Education, 1990
This survey of 34 primary schools and 5 local education authorities in Great Britain examined reactions to the pilot test of Key Stage 1 standard assessment tasks (SATs), as they related to special needs students. Teachers' criticisms focused on the overwhelming workload, questionable SAT reliability, and resulting decline in the quality of…
Descriptors: Elementary Education, Evaluation Methods, Foreign Countries, National Competency Tests
Peterson, Paul E.; Llaudet, Elena – Education Next, 2007
On July 14, 2006, the U.S. Department of Education's National Center for Education Statistics (NCES) released a study that compared the performance in reading and math of 4th and 8th graders attending private and public schools. According to the NCES study, students attending private schools performed better than students attending public schools.…
Descriptors: Program Effectiveness, Grade 8, Grade 4, Student Characteristics
Stullich, Stephanie; Eisner, Elizabeth; McCrary, Joseph – National Center for Education Evaluation and Regional Assistance, 2007
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings…
Descriptors: Private Schools, Teacher Effectiveness, Mathematics Instruction, Federal Legislation
