A consistent challenge for undergraduate instructors is how to properly and objectively assess students who cannot attend regularly scheduled exams. Though many alternatives exist, perhaps the most common strategy is to allow students to take a makeup exam at a different time. Many instructors avoid this option for fear of the students gaining an…

This action research project sought to understand how giving students a choice in how to demonstrate mastery of a reading would affect both grades and evaluations of the instructor, given that assessment choice might increase student engagement. We examined the effect of student assessment choice on grades and course evaluations, the two…

The problem of choosing educational and psychological tests to identify students with learning disabilities is discussed within a cost-efficiency framework. An efficiency index for estimating the classification accuracy of tests is presented and the use of expert judgment and the cost-effectiveness ratio is demonstrated with a numerical example.…

A survey of 105 preschool special education teachers asked what assessment instruments they used, why they had chosen them, and what factors were important in their choice. The rationale cited most often was that the test was already in use. Test scope and ease of use were also important factors. (Author/VW)

The study investigated the extent to which information obtained from the WISC overlaps with information obtained from the ITPA. A canonical correlation analysis revealed that only 24 percent of the WISC subtest variance is redundant, given the ITPA; while 22 percent of the ITPA subtest variance is redundant, given the WISC. (Author/DB)

On March 1, 1971, Arkansas State University publicly announced its policy on credit-by-examination through the College Level Examination Program (CLEP). Preceding this announcement institutional research was conducted to determine appropriate cut-off scores for awarding credit on the CLEP General Examinations and certain subject examinations. This…

The study compared 10 learning disabled and 10 non-learning disabled limited English proficient Mexican American elementary grade children. Six tests were identified as predicting learning disabilities including the Prueba de Lectura y Lenguaje Escrito and the Test of Nonverbal Intelligence. (Author/DB)

This report contains information gathered in the second of a series from the National Center for Research in Mathematical Sciences Education regarding effects of mandated testing. The purpose of the study was to determine for each state: (1) whether mathematics testing was mandated at the state level; (2) the processes of test selection or…

Although most instructors are solely responsible for the evaluation and grading of students, they rarely receive formalized training in test construction or other forms of evaluation. Evaluating highly motivated students in very small classes is a rather uncomplicated procedure; however, evaluating large classes in which students have a range of…

The Developmental Activities Screening Inventory II (DASI-II) was administered to a group of 13 toddlers with severe disabilities. Results indicated that interrater reliability was statistically significant across raters for all scores reported by the DASI-II and that test-retest stability was statistically significant across administrations and…

The Tests of Adult Basic Education (TABE) is a widely used multiple-choice test battery of basic skills in reading, language, and mathematics. The Test of Applied Literacy Skills (TALS) is an applied literacy battery consisting of document, prose, and quantitative literacy tests. The central issue in this study was the relationship of the TABE and…

This study correlates the relationship between varying methods in student evaluation and its effect on student achievement and attrition. The sample studied consisted of 230 students enrolled in three separate semesters of General Biology 11A at Pasadena City College in 1972, 1973, and 1974. The earlier students were given longer exams over three…

Evaluated 11 of the most popular tests used by school psychologists in Illinois as to their technical adequacy along three dimensions: norms, reliability, and validity. Results suggested that the most popular tests used by school psychologists are not typically technically adequate devices. (Author)

Reports results of a study that compared the measurement competencies in student assessment of teachers, counselors, and school administrators. Draws implications for pre- and inservice training for professionals in education. (LKS)

Data from 30 national service centers found the number of assessment instruments endorsed increased as centers adopted a multidisciplinary approach to education and treatment, the largest proportion of instruments fell within intellectual, motor, and language/communication domains, and instruments were used most frequently for diagnostic and…