The guiding principles and procedures for pupil assessment in Portuguese compulsory education were established by the Implementing Order No. 1/2005, 5th January, with amendments introduced by the Implementing Orders No. 18/2006, 14th March and No. 5/2007, 10th January, and apply to the learning objectives and competencies defined for the various…

Background: In this article we address some of the challenges posed by the development of national assessment systems and discuss the need for high quality information on trends in attainment; support for school improvement processes and ways in which learning should be enhanced through valid assessment. Purpose: Key elements are explored,…

The Swedish school system comprises: (1) Pre-primary school (Forskola), typical age 1-5; (2) Preschool class in the compulsory school (Grundskola) typical age 6 (participation voluntary); (3) Compulsory school, typical age 7-16, grades 1-9, and (4) Upper secondary school, 17 programmes (4 mainly academic, 13 vocational), typical age 16-19, grades…

While other explanations cannot be ruled out completely, the most plausible explanation for the decline in test scores is that school achievement is down. Confirmation of this view is found in areas other than test scores. (Author/IRT)

Asserts that concern for academic success across the curriculum should extend beyond raising test scores. Contends that in the wake of the terrorist acts of 9/11/01, issues of public security and civil liberties present an opportunity for teachers to teach the Constitution and its amendments in an effort to fight citizen ignorance. (SD)

The decline in test scores is more reflective of social changes than of educational failure. (IRT)

The Polish school education system makes a distinction between two types of assessment: (1) Intra-school or internal assessment; and (2) External assessment. The idea of introducing external examinations into the Polish school education system emerged in 1992. This was directly inspired by study visits to the United Kingdom and the Netherlands…

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)

Examines the continuing controversy on test scores and student achievement in New Jersey. (RK)

THIS SUMMARY OF SELECTED HIGHLIGHTS IS FROM A MAJOR REPORT TITLED "A STUDY OF THE FULL-YEAR 1966 HEAD START PROGRAMS." THE STUDY WAS DONE TO DETERMINE WHETHER THE PERFORMANCE OF CHILDREN ON FIVE TESTS AND RATING SCALES IS RELATED TO THE LENGTH OF THE 1966 FULL-YEAR PROGRAM WHICH THEY ATTENDED. FULL-YEAR PROGRAMS WERE CLASSED AS SHORT…

Although various assessments differ in notable ways, they often follow a plan that is thoroughly tested and features four basic steps: (1) selecting learning areas and identifying their objectives; (2) developing achievement test items to determine the degree to which these objectives are accomplished; (3) administering the test items to…

Four factors essential to determining how many items should be constructed or sampled for a set of objectives are examined: (1) importance and type of decisions to be made with the results; (2) importance and emphases assigned to the instructional and behavioral objectives; (3) number of objectives; (4) practical constraints, such as item writing…

These comments provide further details which expand upon the recommendations of the subcommittee on National Assessment of Educational Progress (NAEP) Writing. Three issues are discussed. The first concerns how objectives of assessment in writing ought to be stated. The 1984 objectives are stated in general terms without reference to what might…

The nature and common uses of standardized achievement tests are described and placed in context in order to evaluate claims and criticisms that are commonly made. Tests are described as samples of behavior and hence subject to sampling errors. Much of the debate is dominated by emotion and prejudices. There is very little empirical evidence about…

Approximately 20,000 eighth-and eleventh-grade students in Texas were tested on nine career education objectives; (1) career planning and decision making; (2) occupational information; (3) job acquisition and retention; (4) work attitudes; (5) human relations skills; (6) self evaluation; (7) personal responsibilities; (8) economic factors; and (9)…