This article proposes that sampling design effects have potentially huge unrecognized impacts on the results reported by large-scale district and state assessments in the United States. When design effects are unrecognized and unaccounted for they lead to underestimating the sampling error in item and test statistics. Underestimating the sampling…

This report examines the availability and quality of predictive validity data for a selection of benchmark assessments identified by state and district personnel as in use within Mid-Atlantic Region jurisdictions. Based on a review of practices within the school districts in the region, this report details the benchmark assessments being used, in…

Difficulties in the organization and application of psychological testing for public school children can be discussed. (MB)

Part I of this report attempts to describe the system that was developed for local educational agencies by the Delaware State Department of Public Instruction to support classroom and curricular improvement in mathematics through the administration of an objective-referenced test in mathematics to grade four students. This system includes the…

Development of a standardized curriculum and customized test for mathematics is described. Because of the diversity of the New York City school system, a centrally-planned curriculum became a necessity for continuity and quality. The present mathematics curriculum has been in existence since 1982, and is both comprehensive and cyclical. Five…

An advisory committee representing counselors, curriculum specialists, students, teachers, and community members should participate in selecting standardized tests for school districts. These steps should be followed: (1) identify test purpose in relation to needs and objectives--diagnosis, placement, career guidance, program evaluation; (2)…

In the spring of 1986, New York City began using the Metropolitan Achievement Test-6 (MAT-6) series to assess achievement in mathematics as part of a continuing end-of-year testing program. During the first two years of the program, appropriate levels of the shelf version of MAT-6 (Forms L and M) were administered to second through eighth graders.…

A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…

The use of portfolio assessment in the Dallas (Texas) Independent School District and the future of portfolio assessment are discussed. A literature review is followed by a description of the development process that preceded the Chapter 1 portfolio assessment of the Dallas schools. Portfolio results are then compared to the standardized measures…

The 1992-93 school year was the second year of the implementation of the Vermont assessment program. Evaluation of the 1991-92 year yielded mixed results, with some evidence that the assessment program was having a strong impact on instruction, but other indications that the reliability of the portfolio scoring in both writing and mathematics was…

An assessment of the Philadelphia (Pennsylvania) City-Wide Testing Program is presented to determine the effects of using customized achievement tests to achieve multiple purposes. The tests are derived from, or related to, the tests in a nationally standardized test battery, but include items written specifically to measure the local curriculum.…

In March 1992 the Arizona State Department of Education and educators across the state conducted a pilot study of 67 performance assessments developed for the Arizona Student Assessment Program (ASAP). This report describes various aspects of the reliability and validity of the 67 assessments (primarily constructed response) developed by The…

In spring 1986, new citywide testing programs in both reading and mathematics were implemented by the New York City Board of Education. In those cases where the test had changed, it was necessary to statistically equate the new tests to the old tests, so that comparisons of equated rather than actual scores could be made during the transitional…