Multiple uses of the same assessment may present challenges for both the design and use of an assessment. Little advice, however, has been given to assessment developers as to how to understand the phenomena of multiple assessment use and meet the challenges these present. Particularly problematic is the case in which an assessment is used for…

Presents conclusions of an independent measurement expert that the Texas Assessment of Academic Skills (TAAS) was constructed according to acceptable professional standards and tests curricular material considered by the Texas Board of Education important for graduates to have mastered. Also supports the validity and reliability of the TAAS and…

This paper discusses the use of two theories of item analysis and test construction, their strengths and weaknesses, and applications to the design of the Hawaii State Test of Essential Competencies (HSTEC). Traditional analyses of the data collected from the HSTEC field test were viewed from the perspectives of item difficulty levels and item…

Draws seven conclusions for professionals who administer state assessment programs from the "GI Forum V. Texas Education Agency" ruling. These conclusions are grouped into observations about test development and observations about test use. Discusses some implications for test use in other states. (SLD)

This study addressed statistical techniques that might ameliorate some of the sampling problems currently facing states with small populations participating in State National Assessment of Educational Progress (NAEP) assessments. The study explored how the application of finite population correction factors to the between-school component of…

In 1998, the Kentucky legislature made adjustments to the assessment and accountability system established by the Kentucky Education Reform Act of 1990 to create a new system, the Commonwealth Accountability and Testing System (CATS). The Kentucky Core Content Tests (KCCT) are a component of CATS. KCCT assessments are given in grades 4, 5, 7, 8,…

Maryland School Performance Assessment Program (MSPAP) assessments are criterion-referenced performance tests designed, developed, and implemented by the Maryland State Department of Education in collaboration with classroom teachers and other Maryland educators. MSPAP is the major strategy for implementing Maryland's educational reform…

Maryland School Performance Assessment Program (MSPAP) assessments are criterion-referenced performance tests designed, developed, and implemented by the Maryland State Department of Education in collaboration with classroom teachers and other Maryland educators. MSPAP is the major strategy for implementing Maryland's educational reform…

Maryland School Performance Assessment Program (MSPAP) assessments are criterion-referenced performance tests designed, developed, and implemented by the Maryland State Department of Education in collaboration with classroom teachers and other Maryland educators. MSPAP is the major strategy for implementing Maryland's educational reform…

The purpose of this document is to provide practical guidance and support for the design, development, and implementation of large-scale assessment systems that are grounded in research and best practice. Information is included about existing large-scale testing efforts, including national testing programs, state testing programs, and…

This field memo is the third in a series of updates from the Deputy Commissioner of the Office of Elementary, Middle, Secondary and Continuing Education to all teachers and administrators of public and nonpublic schools on standards and assessments in New York. This document explains how the New York State Education Department determines if test…

The Delaware Student Testing Program (DSTP) is a mandated statewide assessment program that targets four core content areas. English language arts, including reading and writing, and mathematics are given to students in grades 3, 5, 8, and 10; science and social studies are given to students in grades 4, 6, 8, and 11. The DSTP reading and…

This paper discusses the rationale for enhancing the current National Assessment of Educational Progress (NAEP) design by adding a capacity for adaptive testing. Items are tailored to the achievement level of the student in adaptive testing. The report describes a 1993 Ohio field trail of two-stage assessment carried out by the National Opinion…

This technical manual provides all major existing information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS). The assessment component of the Kentucky Education Reform Act Accountability System was in use between 1991-92 and 1993-94 and was referred to as Cycle One. Two sets of test…

This technical manual provides information about the technical characteristics of the Kentucky Instructional Results Information System (KIRIS), the assessment component of the Kentucky Education Reform Act Accountability System. The time period covered is Accountability Cycle 2, which spanned the school years 1992-93 through 1995-96. Sections of…