The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System--Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are…

Preliminary findings indicate that positive relations between parents and teachers are associated with successful school outcomes for children. However, measures available to assess parent-teacher relations are scant. The current study examined validity evidence for the Parent-Teacher Relationship Scale-I (PTRS). Specifically, the internal…

Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…

The booklet specifies procedures used in Ohio for determining the existence of a severe discrepancy between intellectual ability and achievement in learning disabled (LD) students. An introductory section outlines state regulations regarding eligibility criteria for determining LD. A three-step procedure is then described (and illustrated in a…

Claims the data from the Ohio Proficiency Test is rich but hard to use. Describes a process for analyzing the data to make it more manageable. Provides suggestions for using the results to make data-driven decisions. (NH)

A study of the use of the Medical Education Evaluation Program, established by Ohio to evaluate clinical competencies of medical graduates of non-accredited schools, found the test to meet psychometric standards of certifying and licensing examinations. Potential problems with the test are discussed. (MSE)

To assess teachers' grading and other evaluation practices and policies in Ohio, a 79-item questionnaire was administered to 258 elementary and secondary school teachers, and 137 other teachers were interviewed by college students taking an educational assessment class. The typical teacher assigned term grades of "A" or "B" to…

A descriptive study was conducted to examine the current assessment practices of teachers in Ohio. The specific aim of the study was to gain an understanding of the extent to which teachers use traditional versus alternative forms of assessment techniques in their classrooms. Participants were 625 teachers from kindergarten through grade 12. The…

The Ohio Vocational Achievement Tests are specially designed instruments for use by teachers, supervisors, and administrators to evaluate and diagnose vocational achievement for improving instruction in secondary vocational programs at the 11th and 12th grade levels. This guide explains the Ohio Vocational Achievement Tests and how they are used.…

In 1987 the Ohio State Board of Education adopted new requirements for teacher education and teacher certification. This included the implementation of competency testing in Ohio, using the National Teacher Examination (NTE) as the certification examination. Correlation and regression analyses were performed on data collected between 1982 and 1989…

This study focuses on the Competency Based Education (CBE) movement in a small Ohio school district, asking whether it represents radical change or reenforces status-quo social stratification. CBE was a product of the recent public demand for more educational accountability. It is a radical shift from traditional U.S. education insofar as it…

The extent to which principals (n=313), supervisors (n=273), and teachers (n=313) agreed in their assessments of classroom teachers' testing proficiencies was studied in the Ohio public schools. There were 122 elementary and 191 secondary school teachers in the teacher sample. The validity of these perceptions was determined by a direct assessment…

Approximately 225 classroom teachers representing 97 randomly selected Ohio school districts participated in this study. They were selected as being most able to accurately inform researchers of their districts' standardized testing practices. Responding to a mailed survey, these teachers rated their schools regarding the extent of use and the…

This paper presents staff development implications for elementary and secondary school teachers which were gleaned from assessments of classroom teachers' testing needs, resources, practices, and proficiencies made by 586 supervisors and principals and 326 teachers in an Ohio study. These assessments included direct analyses of teacher-made tests…

An overview of Ohio's proficiency testing program is presented and specific information pertaining to the testing at each grade level is detailed. The proficiency tests at each of four grade levels in Ohio include tests in writing, reading, mathematics, and citizenship, with science tests to be added in 1996. All of the tests, at grade level 4, 6,…