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Creagh, Sue – TESOL in Context, 2014
Teachers are now experiencing the age of quantitative test-driven assessment, in which there is little weight accorded to teacher-based judgement about student progress. In the Australian context, the NAPLaN test has become a driving force in school and teacher accountability. The language of NAPLaN is one of bands and numerical scores and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Student Evaluation
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Meeks, Linda; Kemp, Coral; Stephenson, Jennifer – Australian Journal of Teacher Education, 2014
The establishment of international testing regimes such as the Progress in International Reading Literacy Study (PIRLS), the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) has provided one way for individual countries to monitor the effectiveness of their educational…
Descriptors: Literacy, Numeracy, Academic Standards, Academic Achievement
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Haberman, Shelby J. – Journal of Educational and Behavioral Statistics, 2008
In educational tests, subscores are often generated from a portion of the items in a larger test. Guidelines based on mean squared error are proposed to indicate whether subscores are worth reporting. Alternatives considered are direct reports of subscores, estimates of subscores based on total score, combined estimates based on subscores and…
Descriptors: Testing Programs, Regression (Statistics), Scores, Student Evaluation
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O'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie – Regional Educational Laboratory Mid-Atlantic, 2012
This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student…
Descriptors: Achievement Gap, Public Schools, Testing Programs, General Education
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Somers, Marie-Andree; Zhu, Pei; Wong, Edmond – National Center for Education Evaluation and Regional Assistance, 2011
This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the…
Descriptors: Evaluators, Grades (Scholastic), Academic Achievement, Program Effectiveness
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Wang, Shudong; Jiao, Hong – Educational and Psychological Measurement, 2009
In practice, vertical scales have been continually used to measure students' achievement progress across several grade levels and have been considered very challenging psychometric procedures. Recently, such practices have been drawing many criticisms. The major criticisms focus on dimensionality and construct equivalence of the latent trait or…
Descriptors: Reading Comprehension, Elementary Secondary Education, Measures (Individuals), Psychometrics
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Miller, G. Edward; Yoes, Michael E.; Twing, Jon S. – Applied Measurement in Education, 2004
Two models are presented in this article for estimating the proportion of students who would pass all of three or more content area tests given that none have actually been tested in more than two of the content areas. The first model allows one to estimate the proportion of students who would pass all of three or more content area tests from the…
Descriptors: Scores, Standardized Tests, Student Evaluation, Testing Programs
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Wise, Vicki L.; Wise, Steven L.; Bhola, Dennison S. – Educational Assessment, 2006
Accountability for educational quality is a priority at all levels of education. Low-stakes testing is one way to measure the quality of education that students receive and make inferences about what students know and can do. Aggregate test scores from low-stakes testing programs are suspect, however, to the degree that these scores are influenced…
Descriptors: Motivation, Scores, Test Validity, Accountability
ACT, Inc., 2008
This handbook is intended to help high school and college counselors effectively use and interpret ACT results. It contains four main sections: Section 1, "Components of the ACT," which contains general information about the ACT tests, probably will be of interest both to high school counselors and to college advisors and other staff. …
Descriptors: High Schools, Testing Programs, College Entrance Examinations, School Counselors
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Berk, Ronald A. – NASSP Bulletin, 1987
Reviews a dozen basic questions about passing scores on state-mandated competency testing programs for students, teachers, administrators, and other education personnel. Condemns the "cardiac" approach (or traditonal 80 percent standard) in favor of procedures that systematically incorporate judgment with a variety of performance data.…
Descriptors: Scores, Secondary Education, Standardized Tests, Student Evaluation
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Brown, Richard S.; Coughlin, Ed – Regional Educational Laboratory Mid-Atlantic, 2007
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…
Descriptors: Test Content, Academic Achievement, Predictive Validity, Program Effectiveness
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Goodman, Dean P.; Hambleton, Ronald K. – Applied Measurement in Education, 2004
A critical, but often neglected, component of any large-scale assessment program is the reporting of test results. In the past decade, a body of evidence has been compiled that raises concerns over the ways in which these results are reported to and understood by their intended audiences. In this study, current approaches for reporting…
Descriptors: Test Results, Student Evaluation, Scores, Testing Programs
Delaware State Department of Education, 2004
Delaware students must meet world-class standards if they are to be competitive and successful in a global economy. To prepare students for their future, schools must support rigorous standards and each teacher must set high expectations. Students must also commit themselves to the achievement of excellence. Any system that hopes to accomplish…
Descriptors: Academic Standards, State Standards, Student Evaluation, Testing Programs
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Shelley, Betty; And Others – Nursing Outlook, 1976
The findings from a study of 117 students support the view of educators who rely on the NLN achievement test scores to predict student performance in State board examinations. (Author/BP)
Descriptors: Achievement Tests, Correlation, National Organizations, Nursing
Williams, Natasha J.; Noble, Julie P. – ACT Inc, 2005
This study investigated school-level benefits of using the PLAN program over time. Outcome variables included the average gain in ACT Assessment scores, the proportion of students whose ACT scores achieved college readiness benchmarks, and the proportion of students who took particular patterns of college preparatory coursework in high school.…
Descriptors: High School Students, Academic Achievement, College Entrance Examinations, Student Evaluation
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