Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic…

Assessment refers to a broad array of approaches for measuring or evaluating a person's (or group of persons') skills, behaviors, dispositions, or other attributes. Assessments range from standardized tests used in admissions, employee selection, licensure examinations, and domestic and international large-scale assessments of cognitive and…

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as civics, mathematics, reading, science, technology and engineering literacy, U.S. history, and…

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 Student-Problem (S-P) methodology is described using an example of 24 students on a test of 44 items. Information based on the students' test score and the modified caution index is put to diagnostic use. A modification of the S-P methodology is applied to domain-referenced testing. (Author/CM)

The purpose of this study was to compare two different testing styles to see how they relate to retention of information. The study was conducted during the first semester of the 1996-97 school year at Greenbriar East High School in Lewisburg, West Virginia. The students in the study were in two Biology II classes, one with an enrollment of 26…

This study is fourth in a series demonstrating that achievement tests are multidimensional and that using subscores from national surveys can enhance test validity and usefulness. It extends the analyses of science achievement data from the National Education Longitudinal Study of 1988 (NELS: 88) through grade 12. (SLD)

This paper describes an approach that states and local districts might use to develop a coordinated assessment system so that information collected at state and local levels about programs under Title I of the Improving America's Schools Act (IASA) would be complementary and not redundant. The reauthorization of Title I provides a unique…

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.…

Reviews the Curriculum Referenced Tests of Mastery that are intended to measure achievement, with the emphasis on measuring what a student has learned rather than predicting future success in school, concluding that the tests are worthy of consideration by any district. (HOD)

This booklet provides parents, teachers, administrators, and policymakers with information about achievement testing which is relevant to their needs. The first section presents an overview of the current market for standardized achievement tests and provides key definitions, distinctions between ability and achievement testing, comparisons of…

A review of the literature on the influence of testing on learning and retention reveals the need for more comprehensive research findings in this regard. This study was designed to investigate further the direct effects of tests in contrast with no tests on learning and retention in ongoing college-level classes with both the instructor and the…

Reviews the 3-R's Test that measures achievement in three academic content areas: reading, language, and mathematics. Cautions that it lacks data supporting its validity and scaling. (HOD)

The Advanced Placement (AP) program is a cooperative educational effort of secondary schools, colleges, and the College Board that consists of 30 college-level courses and examinations in 17 academic disciplines for highly motivated students in secondary schools. AP courses are offered in more than 11,000 high schools and are recognized by nearly…

The Verbal, Mathematics, Academic, and General self-concept scales of the Self Description Questionnaire (SDQII) (H. Marsh, 1990, 1993) were translated into Chinese and administered to high school students in China (N=493). Item scale correlations and reliability coefficients were good (alphas=0.85, 0.91, 0.87, and 0.86 respectively). Confirmatory…