The purposes of this paper are to (1) consider the state testing program from the county point of view, (2) relate the testing program to other state required programs, and (3) make some suggestions for the future. (Author)

Reviewed in this public relations publication is an overview of programs, goals, and procedures written for parents and lay groups as well as segments of the educational community. (RC)

Describes the development and testing of the North Carolina minimal competency testing program. (IRT)

In August 1998, the Wake County Public School System (WCPSS), North Carolina, adopted a goal statement that specified that by 2003, 95% of students tested would be at or above grade level as measured by the North Carolina End-of-Grade (EOG) tests at grades 3 and 8. This report defines that goal operationally and defines the terms used to describe…

This volume contains comprehensive four-page scorecards for the United States as a whole, each state, the District of Columbia, and five U.S. territories reporting progress toward the National Education Goals. The U.S. scorecard charts progress on 26 national indicators of educational progress, and the state scorecards chart progress on 33 similar…

This procedures manual for the North Carolina Test Development Program details the tasks involved in test development. The basic steps are described in an introductory section; they are (1) to specify the institutional objectives of the curriculum and ensure their instructional validity; and (2) to specify the characteristics, such as the purpose…

The State of Florida has, for several years, been committed to perfecting a workable system of accountability for the public schools. The Florida Statewide Assessment Program, begun in 1971, has been an important element in this accountability effort. The Program was designed to assess students' academic strengths and weaknesses, particularly in…

This pilot edition provides current information to local educators on the Spring 1981 Basic Skills Tests. Input forms are included as a means of obtaining information from district level curriculum coordinators and teachers on the utility of this guide. The guide is designed to be a tool for curriculum and instructional development consistent with…

In 1998 the Wake County Public School System adopted a goal of having 95% of all students tested at or above grade levels as measured by the North Carolina End-of-Grade (EOG) tests by 2003. This bulletin reports progress toward that goal. Analysis of the EOG test results for 1999-2000 show that scores on all four tests targeted by the 2003 goal…

Matches between questions in the Kentucky Instructional Results Information System for 1995-96 (KIRIS96), the Comprehensive Tests of Basic Skills, Fourth Edition (CTBS4), and the California Achievement Tests, Fifth Edition (CAT5) and the Kentucky Academic Expectations as they are defined in the Kentucky curriculum framework were studied. Each…

This handbook is designed to serve as a resource for Alaskan district-level administrators in charge of planning, implementing and monitoring districtwide student assessment programs. The information is divided into 10 chapters, including: (1) aligning assessment with curriculum and instruction; (2) planning an assessment program; (3)…

This pamphlet presents answers to the most frequently asked questions about the Michigan Educational Assessment Program (MEAP). They include questions about the history of MEAP, its costs, subject coverage, test validity, the type of tests, administration of the tests, and use of MEAP results. (BW)

The purposes of the North Dakota Statewide Assessment of Student Performance in Mathematics are: (1) to meet the public's right to know about the current status of student knowledge throughout the state; (2) to provide information and recommendations for corrective action concerning areas of student performance needing improvement; and (3) to…

The Michigan accountability system, based on statewide objectives-referenced testing at two grade levels generated considerable controversy, including this response to criticisms of an evaluation of the program by a panel of three persons. The contract under which the evaluation was performed is quoted to show that the authors of the report were…

The pros and cons of using behavioral objectives, the merits of norm-referenced versus objective-referenced tests, and the virtues of sampling versus census testing are familiar topics in evaluation literature. Far less common is practical information on how to implement objective-referenced testing, particularly the large-scale testing required…