This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. By comparing the intent of the NYSAA with its process and design, the validity of the…

This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. The purpose of this report is to document the technical aspects of the 2013-14 NYSAA.…

The need for an independent mechanism that regulates, or audits, the testing enterprise is discussed along with a critique of current mechanisms for challenging a high-stakes test or its use and the need for independent auditing of the commercial test industry. Models for an auditing mechanism are reviewed. (SLD)

This paper examines the validity of measures of teacher effectiveness from the Tennessee Value Added Assessment System (TVAAS). It considers the following claims regarding teacher effects: (1) they capture teachers' unique contributions to student learning adequately; (2) they reflect adequate standards of excellence for comparing teachers; (3)…

Compiled information from 31 countries to study trends in large-scale testing. Shows a clear trend toward adding, not dropping, testing programs. Twenty-seven countries show a net increase in testing, while only three show a decrease. Fifty-nine testing programs have been added; only four have been dropped. (SLD)

Multiple measures may mean multiple opportunities to show achievement or the use of multiple assessment formats. A third meaning is the use of assessments from different sources, such as augmenting an external, usually commercial assessment with a state's own assessment. The first two meanings of multiple assessments have been explored…

The National Assessment Governing Board has recognized the need to study associated policy and technical issues to ensure that the National Assessment of Educational Progress (NAEP) is ready to do the best job possible if called on to confirm the results of state achievement testing under the No Child Left Behind Act. This report describes the…

This study was commissioned to investigate issues related to the inclusion of the American College Testing Program (ACT) assessment within the Colorado State Assessment Program (CSAP). Analyses were carried out using assessment materials, assessment results, and various data from the ACT and the Colorado State Department of Education. One focus of…

"Accountability" and "assessment" are terms that are frequently misused and misunderstood. This document is intended to stimulate conversations about assessment of and accountability for student learning, to raise assessment issues that may prevent improved student learning, and raise awareness about the relationship between assessment and…

This paper considers the size of the marketplace for education testing. The discussion is focused on commercial standardized achievement tests produced for the elementary and secondary market, the "Elhi" market. A few testing companies now account for the bulk of the test sales in the Elhi market, but it is difficult to obtain exact…

The effects of a school district's testing and evaluation activities cannot be effectively assessed without an understanding of the explicit and implicit goals embedded in the policies and practices of the district. A structured workshop process to elicit a district's intentions related to the effects--uses and impacts--of testing and evaluation…

In response to concerns that Title I, the largest source of federal funding for education, was not significantly improving the educational achievement of at-risk students, Congress, in 1994, mandated major changes, including changes to the ways in which states measure student performance. This report provides a snapshot of how close states had…

This report responds to a request for information about the quality of the tests the City University of New York (CUNY) uses to decide who must take remedial courses and a profile of CUNY freshmen. Roughly 65% of CUNY bachelor's degree students and nearly 90% of associate degree students are required to take remedial courses in reading, writing,…

General and specific information is offered on integrating community policing and other management philosophies into an organization's selection and promotional testing systems. The concept of community policing is not necessarily a new one for many police organizations, but integrating it fully requires bringing internal support structures into…

This paper explores common concerns about competency testing as they relate to the certification of high school graduates seeking a diploma in the United States. Competency testing is widespread in the United States, with 40 states engaged in competency testing in at least one grade. In general, and particularly for graduation requirements, the…