Beginning with a reference to living in a time of both uncertainty and opportunity, this article presents a discussion of key areas where shared understanding is needed if we are to successfully realize the design and use of high quality, valid assessments of science. The key areas discussed are: (1) assessment purpose and use, (2) the nature of…

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 importance of student assessment, particularly for summative purposes, has increased greatly over the past thirty years. At the same time, emphasis on including all students in assessment programs has also increased. Assessment programs, whether they are large-scale, district-based, or teacher developed, have traditionally attempted to assess…

Replies to the immediately preceding article. (IRT)

This document, which is a checklist, was designed for use by a state team to conduct a preliminary self-analysis of the state?s system of standards and assessments. The checklist is organized into the following sections: (1) Content Standards; (2) Academic Achievement Standards; (3) Overview of the Statewide Assessment System; (4) Technical…

The items of the Florida minimal competency test have never been validated as measures of "survival skills," and the pass/fail standards were set mindlessly and capriciously. (Author/IRT)

This paper describes the development work and research findings of an initiative to create a statewide literacy assessment in New York to inform teaching and learning and report on group performance trends. The Early Literacy Profile (ELP) is a classroom-based, standards-referenced performance assessment for students in the primary grades…

Nine papers were presented at the 1986 Educational Testing Service Invitational Conference on outcomes assessment in higher education. The Award for Distinguished Service to Measurement was awarded to Frederic Kuder for development of the Kuder-Richardson 20 and KR-21 formulas for test reliability, the Kuder Preference Record, and the Kuder…

This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived…

The Phoenix Union High School System has developed a basic skills assessment program in the areas of Reading and Mathematics. Procedures and considerations used in developing the system are discussed. Preliminary results on validity and reliability of the assessment instruments are presented. An example of criterion-referenced test development…

Concerns and objections regarding minimum competency testing (MCT) are raised. The tests are criticized for their tendencies to: (1) deny variability in growth, development, and intelligence; (2) expose rather than constructively examine underachievers; (3) divert scarce personnel and financial resources to test administration; (4) ignore…

Two focus groups of test and measurement experts were held to explore the use of out-of-level testing for students with disabilities. The participants (n=17) included state and federal level assessment personnel, test company employees, and university professors. A content analysis of the narrative results indicated that there was no clear…

Three areas of concern for those considering competency-based graduation requirements are discussed. First, what is involved in implementing a competency-based graduation requirement? The first tasks are the specification of performance standards and the performance skill areas. Then, appropriate certification procedures can be selected, and their…

In this study, special education teachers identified students with learning disabilities who were working on math skills usually taught two grades below the grade in which the student was enrolled. Each student (n=33) took two levels of the MAT/7 math computation test, an on-grade test, and an out-of-level test intended for students two grades…