This 1982 supplement is a further elaboration to the Writing Assessment which was distributed in 1981 to assist schools in assessment of writing by detailing scoring procedures, standard-setting, and the reporting of results. The supplement deals with retesting, alternative methods for setting standards, establishing score equivalency on writing…

This report contains information on the 1980 Basic Skills Assessment Writing Sample that the New Mexico State Department of Education administered to over 1,000 tenth grade students. Sections of the report provide the following information: (1) background data and an explanation of holistic scoring, which was used in the assessment; (2)…

The development of the portion of a basic skills test that would adequately assess the writing ability of entering college freshmen in New Jersey is described in this paper. The stages of the test development process that are discussed include the decision to incorporate a writing sample in the form of an essay on a specified topic, the selection…

Asserts that assessment has become a leading national educational issue. Presents a chronology of events in California related to student assessment reform. Identifies the California Learning Assessment System (CLAS) three key elements: (1) individual student scores; (2) performance testing; and (3) curriculum improvement. (CFR)

The current New Jersey high school graduation law requires that students pass a ninth grade test in reading, writing, and mathematics. Equating the writing test from year to year to be sure that passing scores remain identical, regardless of the test form administered, requires developing a scoring technique. A research study was developed based…

This report describes the North Carolina Annual Testing Programs writing task which was administered in 1985-86. Grade six students were tested on their ability to write a clarification composition; while grade 8 students were evaluated on their skills in writing a persuasive composition. The timed composition (50 minutes) was scored by two…

The research described in this paper examines the relationship between raters and the training raters receive to apply that rating. The primary concern is maintaining scoring consistency within the context of raters' perceptions. If the criteria for holistic and/or analytic scoring can be recognized as communication based, rather than topic based,…

Contends that few educational issues rival the California Learning Assessment System (CLAS) for comment, controversy, and confrontation. Defines the CLAS test and discusses its characteristics, anticipated student responses, and scoring procedures. Outlines four implications for instructional methods. (CFR)

Traditional standardized tests of basic skills are no longer considered meaningful by many leading authorities in educational measurement. Alternative approaches are not yet fully developed, although many efforts are being made. This paper explores the issues surrounding student assessment in the context of existing and evolving state practices,…

Asserts that new student assessment methods incorporate more direct assessment of student knowledge and performance. Describes changes in student assessment in California as a result of state and federal reform efforts. Discusses classroom implications and the role of teachers using the new assessment techniques. (CFR)

Contends that understanding history is more than remembering isolated facts: it involves interpreting, hypothesizing, and evaluating. Provides recommendations for preparing elementary students for the California Learning Assessment System (CLAS). (CFR)

The New Mexico Portfolio Writing Assessment for grades 4 and 6 (optional for grade 8) is conducted each school year with a call for each student's best piece in March. All students in grades 4 and 6 participate, unless assessed as Limited English Proficient. This Teacher's Guide provides instructions for procedures to be followed throughout the…

The New Mexico Portfolio Writing Assessment for grades 4 and 6 (optional for grade 8) is conducted each school year, with a call for each student's best piece in March. This Teacher's Guide provides instructions for implementing the portfolio program throughout the year, in order to ensure standardized application of the process. The portfolio…

In 1991 Pennsylvania began implementation of a direct writing assessment at the sixth-grade and ninth-grade levels. A total of 18,758 sixth graders and 16,575 ninth graders wrote a response to 1 of 9 prompts reflecting 3 modes of writing. A six-point holistic scale was used to score the papers, with two readers scoring each paper. A third reader,…

This Teacher's Guide contains procedures to be followed throughout the year in implementing the New Mexico Portfolio Writing Assessment. The Assessment, required for all students in grades 4 and 6, and optional for grade 8, is conducted each school year, with a call for each student's best piece in March. The optional administration in grade 8…